The Function Situated-problem-based Instruction On High Students’ Mathematical Exploration

With the full implementation of the new curriculum standardsfor high school math,"students cooperation, innovation,ability to explore," has become an important goal andrequirements of high school mathematics teaching.AndSituated-Problem-Based Instruction is also the majority ofteachers teaching in the teaching practice constantly tryingto explore the subject, and it is an under the guidance ofteachers, starting from a mathematical contexts,positivethinking of students, active inquiry, present, analyze andsolve problems in order to gain knowledge and teaching ability,then Situated-Problem-Based Instruction in the high schoolmathematics classroom teaching must have impact on studentsexploring the ability of an inevitable.Thesis research can be divided into three parts.The firstpart, the literature study, we investigated the problem, theproblem situation, the problem of teaching situations andexplore, connotation of explore ability,and overview ofresearch on teaching and research context and the evaluationof the ability to explore and abroad.The second part,the experimental study, using cell situational teachingexperiments to explore the impact on students to explore therole of mathematical problems in Situated-Problem-BasedInstruction.The basic assumption we make is: do not use theissue as compared with the use of situational teaching,students have significant difference in the ability to exploremathematical problems.Then validate this assumption,makeinterpretive analysis and proposed teaching suggestions.In order to verify the effect of the above assumptions, testquestions situational teaching experiment, we can learn fromthe United States APU scientific inquiry ability to developa standard for the evaluation model to assess the ability ofstudents to explore, and designed a kind of test students’ability to explore the issue volume, including studentdifferent dimensions of mathematics explore capabilities.Student scores in test volume display: use Compared with nouse Situated-Problem-Based Instruction, the ability ofstudents to explore mathematical problems weresignificantly different.