The Influence Of Situation Creation On The Teaching Effect In Junior High School Mathematics Operation Teaching

In mathematics teaching,situation creation is a very important part,but in actual teaching,teachers do not necessarily create situations according to the requirements of textbooks or teachers' books.Taking the course of operation as an example,our main teaching task is to let students learn the algorithm and method.Is it necessary to create a situation?Can it affect the effect of classroom teaching?How to create the best teaching effect?At present,there are some researches on the introduction of situation in junior middle school mathematics teaching in China.Based on the existing relevant research,situation creation should fit the students' life,be interesting,and be able to enhance their interest in learning;at the same time,we should pay attention to step-by-step setting questions,step by step,to reduce the difficulty of students' understanding,so as not to let the situation become a stumbling block for students to learn new knowledge;teachers should also grasp the classroom rhythm,so as to make the created situation play an effective role;situation creation It is also necessary to pay attention to the cognitive development level of students.Not only the cognitive development level of students in different periods is different,but also the cognitive development level of students in the same period is slightly different.In order to make situation creation play a real role,teachers need to constantly accumulate experience and design suitable situations for different types of classes.However,the current situation teaching research does not do targeted research from the perspective of different classroom types.This paper aims at junior high school mathematics operation teaching,exploring the influence of situation creation on teaching effect.This research will explore the influence of situation creation on the teaching effect in junior high school mathematics operation teaching.This study is mainly divided into two parts,one is questionnaire survey,the other is experimental exploration.The main purpose of the questionnaire survey is to understand the current situation of situation introduction in junior high school mathematics operation teaching,and to understand the relationship between students' academic level,students' familiarity with the situation,data complexity and other factors and teaching effect from two perspectives of students and teachers.The results are full of subjective color;the experimental exploration aims to objectively understand junior high school mathematics operation teaching through practice Students'academic level,students' familiarity with the situation,data complexity and other factors affect the teaching effect of situation introduction.The results show that the teaching effect of situation introduction is related to the students' familiarity with the situation and the complexity of the data.For students with middle academic level,the creation of familiar situations and simple data are more conducive to their understanding and mastering of new knowledge;for students with very good or very poor academic level,the familiarity of the created situations and the complexity of the data have little impact on the teaching effect.