Case Study Created By Situation In The Teaching Of High School Mathematics Propositions

Proposition is one of the most difficult contents of high school students' mathematics learning and teachers' teaching.For a long time,under the influence of traditional teaching,proposition teaching mostly adopts indoctrination teaching methods,which leads to the concepts of theorem,formula,algorithm and out-of-context obtained by students from the classroom often cannot be applied flexibly and cannot be applied spontaneously to the new problem situation.which is a very common phenomenon in traditional teaching.The promulgation of the new mathematics curriculum in 2017 requires teachers to pay attention to the six core mathematics qualities of students in teaching.As an important carrier to cultivate core literacy,situational teaching has once again been paid attention to.Using situational teaching in proposition can effectively help students to understand and master the content of propositions.Especially in the high school stereoscopic geometry part,in the classroom to adopt the situational teaching method,help to reduce the abstractness and difficulty of the content,Students deepen understanding and migration of proposition content in effective with situation and problems,helping to train students' core mathematics literacy in the long-term process.This paper is based on the theoretical basis of careful study and analysis of relevant literature,through classroom observation,interviewing with teachers,Investigation and understanding of the situational creation of proposition teaching in the three-dimensional geometry of mathematics in high school,through the classroom observation of 11 classes,combined with the teacher's interview,It is found that there are some advantages in the current situational creation of proposition teaching in stereoscopic geometry,for example,from the perspective of classroom observation,the creation of situation spree promotes the interaction and communication between teachers and students,the classroom learning atmosphere is better,and students are actively thinking in the design situation.The role of situational teaching is very significant to students' subjectivity.However,there are some problems,such as: in the introduction stage,some teachers design the situation and the actual fit of students is not enough,in the stage of inquiry and proof,the design of the situation is more contemptuous of the process,ignoring the migration of knowledge and the correlation between propositional knowledge,in the proposition application stage,the design of the problem situation lack of gradient and sense of hierarchy,The problem set is moresingle repetition,not pay attention to the hierarchical variant training situation.Through the summary analysis of the advantages and problems in the present situation,combined with my own practical thinking,from the introduction of propositions,proof,application of the three teaching stages,I put forward some principles and improvement strategies to the corresponding situation.In the introduction of propositions,designing realistic situations,reduce the degree of knowledge abstraction and difficulty.In proposition proof,designing interactive situation,promote teacher-student communication,enhance students' sense of experience of the process of inquiry and proof.In the application of propositions,designing ingenuity problem situation sedation to promote students' thinking to further improve.Finally,I make a further summary and reflection on the research,and provide reference for teachers to learn situational design in the teaching of propositions.