Current Situation Investigation And Strategy Research On High School Mathematics Situation Teachin

In recent years,with the promulgation and implementation of the General Senior Secondary Mathematics Curriculum Standards(2017 Edition),and in order to better meet students’ learning needs and improve the quality of secondary school teaching,emphasis has been placed on developing students’ subject core literacy as the goal,and on awakening students’ desire to learn by creating interesting teaching contexts to help them better grasp what they have learnt.Clearly,contextualisation as a mode of teaching is important for students’ learning of mathematics.However,due to the pressure of teaching schedules and further studies faced by frontline teachers,there is a lack of understanding and awareness of the theories related to the contextualised mode of teaching and learning,so there are still some problems with contextualised teaching in secondary school mathematics classrooms.Firstly,the background and importance of the research on this topic are explained as a way to clarify the significance of its study.Secondly,the literature analysis is used to clarify the current situation of research at home and abroad,to provide a research framework for the topic,to analyse the theoretical basis of contextual mathematics teaching,including contextual cognition and learning theory,constructivist learning theory,multiple intelligences theory and nearest development area theory,and to provide theoretical guidance for the problems that exist in the process of contextual teaching.The current situation of the implementation of contextual teaching in high school mathematics was studied through the interview method,questionnaire survey method and case study method.Through an in-depth study of the cases,we can clearly see that there are six major problems facing contextual teaching in the current high school mathematics classroom:(1)teachers’ theoretical knowledge of contextual teaching is lacking,and their initiative in creating contexts is not strong;(2)the types of contexts created are single,and the sense of innovation is insufficient;(3)the main contexts are missing,and the focus is not clear;(4)the purpose of designing contexts is contrary to the teaching objectives,and the teaching process is formal;(5)setting contexts lack of reflection after the teaching session;(6)the creation of contexts is out of line with students’ reality,and students’ main position is difficult to be reflected.In response to the problems identified,five teaching strategies are proposed:(1)firstline teachers clarify the theories related to contextual teaching and improve their professionalism;(2)scientific formulation of teaching objectives and in-depth study of teaching materials;(3)strengthening teaching evaluation and reflection to improve the quality of contextual teaching;(4)interdisciplinary design of contexts to promote the development of all subjects;(5)diversification of contextual creation and focus on student experience.Finally,according to the process and results of the study,the shortcomings of the study and the prospects for future research are summarized.