Investigation On The Current Situation And Countermeasures Of Situational Teaching Of Mathematics Problems In Junior Middle School

Problem situation teaching is a teaching mode oriented to the development of students’ core literacy,which is conducive to cultivating students’ correct values,necessary character and key ability to adapt to future development.Mathematics curriculum should implement teaching activities to promote students’ development,choose teaching methods that can arouse students’ thinking,and strengthen situation design and problem posing.In the process of junior middle school mathematics teaching,there are still many problems in the implementation of problem situation teaching.Therefore,this study mainly solves the following three problems: first,what is the current situation of the implementation of problem situation teaching in junior middle school mathematics teaching? Second,what are the influencing factors in the implementation of situational teaching of mathematics problems in junior middle school?Third,what are the optimization strategies of problem situation teaching?This study selected 34 mathematics teachers and 404 students from y middle school in T City as the research objects,and used the methods of literature analysis,questionnaire survey and interview survey to study the current situation and Countermeasures of situational teaching of mathematics problems in junior middle school.First of all,using the literature research method,this paper combs the research trends,contents and problems of problem situation teaching at home and abroad.Secondly,questionnaire survey and teacher interview are used to investigate the implementation of situational teaching of mathematics problems in junior middle school.Finally,through the discussion and analysis of the survey results,the implementation status and influencing factors of problem situation teaching in junior high school mathematics are obtained,and the optimization strategies of problem situation teaching are put forward.Through the analysis of the survey results,it is found that teachers and students’ strong recognition of the educational value of problem situation teaching is the success of the implementation of junior high school mathematics problem situation teaching,but there are also the following problems: first,teachers’ cognition of problem situation teaching is not accurate enough.Teachers do not understand the connotation of problem situation teaching,and can not skillfully integrate the mathematical content into the problem situation;Second,teachers’ ability to create problem situations needs to be improved.When creating problem situations,teachers have few sources,and the types are not rich enough,so they are not good at mining situation materials;Thirdly,teachers’ teaching methods are single.In the process of mathematics teaching,most teachers adopt the teaching method of lecture,especially the eighth and ninth grade teachers,because of their heavy teaching tasks,are used to teaching mathematics knowledge to students by means of direct explanation;Fourth,teachers do not pay enough attention to the cultivation of students’ problem awareness.In teaching,teachers pay attention to the teaching of mathematical formulas and theorems,neglect to mobilize students’ autonomy in learning,and students’ problem awareness can not be effectively cultivated;Fifth,teaching reflection is not in place.Most teachers’ teaching reflection focuses on teaching effect,and their reflection on teaching methods is not deep and specific.By analyzing the problems existing in the situational teaching of mathematics problems in junior middle school,it is found that the factors affecting the current situation of situational teaching of mathematics problems are mainly divided into internal factors and external factors.The internal factors mainly involve the following three aspects: from the perspective of teachers,teachers play a leading role in teaching,and teachers’ educational theory,professional quality and teaching skills will have an impact on the smooth implementation of problem situation teaching;From the aspect of students: students have a dominant position in the process of mathematics learning,and students’ mathematical literacy and learning habits will also affect them;From the perspective of schools,the quality of school-based teaching and research activities will affect the effect of the implementation of problem situation teaching.The external factors mainly involve social development and mathematics curriculum reform.The situational teaching of mathematics problems in junior middle school should keep pace with the times,meet the requirements of social development,and be consistent with the ideas and objectives of mathematics curriculum reform,so as to play its due teaching value.Combined with the analysis of the existing problems and influencing factors in the situation teaching of mathematics problems in junior middle school,the researcher puts forward five strategies to optimize the situation teaching of mathematics problems in junior middle school.The main contents are as follows:(1)actively change the concept of mathematics teaching and correctly understand the situation teaching of problems;(2)Mining mathematical situation materials from multiple angles to create high-quality problem situations;(3)Optimize mathematics teaching methods and carry out inquiry teaching activities;(4)Encourage students to participate in the process of generating mathematical knowledge and cultivate students’ problem awareness;(5)Strengthen teaching evaluation and reflection,and improve the quality of problem situation teaching.