First, create a teaching situation with the help of practical problems.
Practical problems are a common concern of students. In high school mathematics classroom teaching, teachers can create teaching situations with the help of practical problems in life. This kind of teaching situation is more in line with students' cognitive law and more conducive to mobilizing students' enthusiasm for learning mathematics.
For example, when teaching logarithm, I created such a teaching situation with the help of practical problems in my life: "One day in June 5438+February 2004, a super earthquake occurred in the depths of the Indian Ocean, which triggered a serious tsunami. A few hours later, the tsunami quickly spread to 12 neighboring countries, mercilessly devouring the lives of 220,000 people. At the same time as the earthquake happened, the United States measured the magnitude of the earthquake. The magnitude of the earthquake measured in Germany is 8.5, and that measured in China is 8.7. " Hearing this fact, the students couldn't help being frightened. In the following time, I told the students that there was a great difference between the above magnitudes, and told them the formula for calculating the magnitude: M=lgA-lgA0(A is the amplitude of earthquake curve, A0 is the amplitude of "standard earthquake"). Then, I asked them to calculate the amplitude difference between them according to the operational properties of the logarithm they just learned. Due to the influence of the teaching situation just now, students actively participated in the exploration of problems and quickly solved related math problems.
Creating teaching situation with the help of practical problems in life is one of the commonly used situational teaching methods. This kind of teaching situation is close to life and can stimulate students' enthusiasm for mathematics inquiry more effectively, so it can be widely used.
Second, create a teaching situation with the help of ancient poetry
Chinese civilization has a long history, and many excellent ancient poems have emerged during its development. There is no lack of mathematical knowledge in these ancient poems. Based on this, as long as there is a suitable opportunity, our senior high school math teachers can also create teaching situations with the help of ancient poems.
For example, when I was teaching arithmetic progression, I created such a teaching situation with the help of the poem Eight Pieces of Cotton: "Nine hundred and ninety-six Jin of cotton, with eight pieces of cotton as the travelling expenses. The second time, each person is seventeen more, taking the eighth number as an example. Be sure to explain it to others in turn. " Seeing this poem, many students said they couldn't understand it. So I guide students to the specific content of poetry. Tolerance d= 17, sum of the first n terms Sn=996, where n=8, a 1, a2, ..., a8 of arithmetic series. "After analysis, students fully understand the meaning of the whole poem and improve their interest in learning arithmetic progression.
It can be seen that the creation of teaching situations with the help of ancient poems can improve students' learning enthusiasm. Isn't this the teaching effect that our senior high school math teacher wants to pursue?
Third, create teaching situations with the help of cognitive conflicts.
High school students often have a lot of cognitive conflicts when they learn related mathematics knowledge. These cognitive conflicts are an inevitable process for students and an important way to improve their mathematics learning ability. In order to solve the cognitive conflict of senior high school students and help them better master relevant mathematics knowledge, we can create teaching situations with the help of cognitive conflict.
For example, when teaching "the equation of straight lines", I created such a situation of cognitive conflict: "We have learned four special forms of linear equations before, so can any straight line be represented by one of them?" This question is difficult for everyone to answer at the moment, so I immediately put forward the following question: "Can any straight line in the (1) plane rectangular coordinate system be represented by a binary linear equation about X and Y? (2) Is there a binary linear equation AX+BY+C = 0 about X and Y (A and B are not 0 at the same time) to represent a straight line? " By solving the above problems, students will soon understand that not any straight line can be expressed by four special forms of linear equations. At this time, another problem will inevitably appear in students' minds: how to express those straight lines that cannot be expressed by these four special forms with equations? Therefore, such cognitive conflicts have stimulated students' enthusiasm for inquiry and improved their enthusiasm for learning.
Cognitive conflict is an obstacle to thinking. In my opinion, the creation of teaching situations by means of cognitive conflicts requires teachers' careful presupposition in order to obtain more effective teaching results.
In a word, the above three methods of creating situations are put forward: creating teaching situations with the help of practical problems; Create teaching situation with the help of ancient poetry; Creating teaching situation with the help of cognitive conflict. The methods of creating these teaching situations are not immutable, let alone unique. In the specific application process, we must use it flexibly. Only in this way can the situational teaching method really play its role.