The Study On The Problems And Countermeasures Of "Situational Teaching" In Primary School Mathematics Teaching

Situational teaching is a kind of teaching mode that makes full use of the image,creates typical scenes,provokes students' learning mood,and it can combines cognitive and emotional activities.Situational teaching has been popular for many years.Effective situational teaching can inspire students' enthusiasm for learning,enhance students' ability to learn autonomously,and develop students' creativity.The use of situational teaching has a positive effect on students' thinking,problem solving,summing up issues and so on.Therefore,situational teaching has become a common teaching method for primary school mathematics teachers.The thesis mainly uses the literature research method and the case study method.Through the record of class in author's internship in the primary school,it is found that there are many problems during primary school mathematics teachers when they use situational teaching.When teachers use the story situational teaching,the choice of stories' situation does not meet the cognitive structure of students,and ignore the student status.When teachers use the game situational teaching,the set of the game ignores the process of solving problems,and the scene is in a mess.When teachers use the goods demonstration situational teaching,the goods can not reflect situational and the operation distract students' attraction.When teachers use the multimedia situational teaching,the situation is out of teaching content,and this method is overuse.When teachers use the life situational teaching,teachers may ignore students' experiences and math knowledge.Through the analysis of these problems,the author thinks that these problems are mainly due to the following reasons.First is the backward of teachers' concept of situational teaching.Like the teachers' limitate concept of situational teaching,and the old teaching ideas.Second is that teachers' cognitive structure of situational teaching is not complete.For example,the teachers' misunderstanding of the connotation of situational teaching and the cognitive deviation of situational teaching objectives.And the last is the shortage of teachers' skills in situational teaching.Like teachers are lack of skills in creation,operation and reflection.Finally,this thesis gives suggestions in renew teachers' ideas,improve teachers' structure cognition and improve teachers' teaching skills to optimizing the situational teaching of mathematics in primary school.