Research and implementation scheme of creating situation to improve junior middle school students' interest in mathematics learning 1. Put forward the theme 1. The importance of improving students' interest in mathematics learning can make a person consciously and voluntarily contact, know and master knowledge and skills, participate in activities, especially promote students' learning. Interest is the best teacher. All kinds of theoretical research and teaching practice prove that when students are interested in mathematics learning, they will be active in thinking, concentrate, take the initiative to enter a good learning state and actively participate in mathematics activities. Mathematics Curriculum Standard clearly points out in the curriculum implementation plan that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create vivid and interesting situations to guide students to carry out activities such as observation, calculation, guessing, reasoning and communication, so that students can master basic mathematical knowledge and skills through mathematical activities, initially learn to observe things and think about problems from the perspective of mathematics, and stimulate students' interest in mathematics and their desire to learn mathematics well. Situational creation is conducive to stimulating students' interest and making them happy to learn; It can stimulate students' emotions and make them learn actively; Strengthen the connection between mathematics knowledge and real life, so that students have the desire to learn. Then, creating a charming and interesting teaching situation has become one of the important ways to stimulate students' interest in mathematics learning. 2. Analysis of junior high school students' interest in mathematics learning in our school. When the school started in the autumn of 2007, our school welcomed nearly 150 freshmen. After teaching for two weeks, I found it difficult to attend the first grade math class! First-year students can't attend classes, read books or do homework. As soon as the class was over, they began to talk, play with things unrelated to study and walk back and forth. Teachers pressed the gourd and lifted it, which greatly affected the teaching effect of mathematics classroom. However, the performance of students who just entered the second grade in mathematics class is not satisfactory, and their attention can not be concentrated for a long time, and some students are not interested in learning. Reason: (1) Our school is located at the western end of Xixia District, and the students are mainly children of migrant workers. Two-thirds of students' parents work for a living, have no time to take care of their children, and have no awareness and ability to cooperate with school education and counseling their children. The communication between parents and school teachers can not be realized, the cooperative education between home and school is not in place, and the study habits and learning effects formed by students in school can not be consolidated in time, so the classroom teaching of teachers is particularly important. (2) Preschool education and primary education are two different educational models: the main activity of preschool and kindergarten grade one students is games, and the learning requirements are relatively relaxed. After entering the school, the leading activity becomes learning, and the main channel of learning is classroom teaching, which has strict learning requirements. It is inevitable that junior students can't adapt to mathematics learning. (3) Junior students mainly think in images, especially the first-year children, who are young and easily distracted. They often know things by interest, and those who are interested will concentrate, while those who are not interested will be absent-minded. Mathematics is a very logical and abstract subject, and it is a headache for junior high school mathematics teachers that mathematics classes are boring and inattentive. If children can feel the joy of learning from an early age and cultivate their strong thirst for knowledge, good thinking quality and study habits, they will benefit for life. Junior math teachers should entertain and teach properly, and use interesting teaching methods to stimulate students' interest in learning, so as to maintain students' strong thirst for knowledge and lasting attention. The creation of mathematical situation can just abstract the teaching content into images, promote the cooperation of students' various senses, and stimulate students' initiative and enthusiasm in learning. Therefore, the junior high school mathematics teachers in our school set up a research group, and according to the actual situation of the school, determined the research topic of creating situations to improve junior high school students' interest in mathematics learning. It is hoped that through the research of this topic, with the help of situational creation, the interest of junior students in learning mathematics will be improved, thus greatly improving the efficiency of mathematics classroom teaching and playing a multiplier role. Second, the definition and theoretical basis of related concepts 1, the definition of concepts (1) context: the explanation in the dictionary is context, context. Situation refers to the situation in a specific situation. In this lesson, emotion refers to emotion, situation refers to the comprehensive superposition of external teaching environment and internal psychological activities of teachers and students, and situation is a learning environment that acts on students and produces certain emotional and interest reactions. (2) Situational teaching: refers to the teaching process that acts on students in the classroom teaching environment and causes the emotional response of active learning. Situational teaching is the breakthrough of teaching. Students unconsciously realize the organic infiltration and integration of cognitive activities and emotional activities, so that students' emotions and interests are always in the best state and devote themselves to learning, thus ensuring the effectiveness and predictability of teaching activities. (3) Interest: The emotion explained as preference in the dictionary refers to the positive, relaxed and cheerful emotional state and the behavior of consciously participating in learning activities in a certain learning environment. 2. Theoretical Basis (1) Constructivism Theory Constructivism holds that learning is always associated with a certain social and cultural background, that is, the situation. Learning in actual situations or situations close to reality created through multimedia can effectively stimulate association, awaken relevant knowledge, experience or representation in long-term memory, and enable learners to assimilate and index the new knowledge they have learned at present by using relevant knowledge and experience in the original cognitive structure. If the original knowledge and experience can't assimilate the new knowledge, it will lead to an adaptation process, that is, to transform and reorganize the original cognitive structure in order to master the new knowledge. Therefore, the creation of real situations can stimulate learners' interest and motivation, give play to students' subjective initiative, and promote students' independent exploration, discovery and active construction of knowledge meaning. (2) Educational Psychology Theoretical psychology believes that all human activities are caused by motivation. Students' learning mathematics is a conscious behavior, which requires students to generate intrinsic motivation, so as to achieve the goal of students actively participating in teaching activities and acquiring knowledge. Therefore, teachers must stimulate students' interest in learning, thus stimulating students' learning motivation. (3) Relationship between People and Environment Students' learning attitudes, learning methods and emotional tendencies have a great relationship with their cultural background and family environment, because people live in a certain environment and are inseparable from them. Therefore, a democratic, harmonious and appropriate classroom atmosphere is more conducive to students' active, lively and personalized development. (4) The first issue of Mathematics Curriculum Standards proposes that mathematics teaching should be closely linked with students' real life, and based on students' life experience and existing knowledge, valuable mathematics situations should be created to stimulate students' interest in learning, so that students can learn mathematics in vivid and concrete situations. Third, the expected goal of the study. Through this study, we hope to achieve the following goals: 1. Improve teachers' classroom teaching behavior and improve teachers' ability to use situational teaching. 2. Further stimulate students' interest in learning mathematics, cultivate the habit of listening carefully and actively participate in mathematics activities, so as to effectively improve the quality of mathematics classroom teaching in low classes. Iv. Research Contents This topic focuses on the theme of how to create situations in junior mathematics to stimulate students' interest in learning and improve the effectiveness of classroom teaching, and conducts practical research on the following contents: 1, the types of situations created in junior mathematics classroom teaching; 2. The application of creating teaching situation in junior high school mathematics classroom: 3. Principles of creating teaching situation in junior high school mathematics classroom. 5. Research object: Students in Grade One and Grade Two of our school. Research methods: 1. Literature method: study the existing relevant research materials, and make a research plan to guide the research according to the actual situation of junior students in our school. 2. Action research method: The research of this topic is mainly based on action research, based on classroom teaching, relying on school-based teaching and research to practice and reflect, through observation of junior high school mathematics classroom teaching, summary and exchange of advanced experience, etc. 3. Case tracking method: in the same math class, the model of practice-reflection-practice-reflection is adopted to analyze and discuss, so as to gain a rational understanding. 4. Comparative research method: Using the heterogeneous model of the same class, study the role of the same teaching content in different groups and different situations. 5. Experience summary method: the teachers of the research group summarize the successful experiences and measures in time while studying, and rise to theory. Seven. The first stage of the implementation steps of the research: the preparation stage (August 2007-September 2007) 1. Set up a research group, hold a meeting of the members of the research group, and determine the topic according to the outstanding problems in mathematics teaching in lower grades; 2. The members of the research group listen to each other's lectures and hold a forum to understand the students' mathematics learning situation and teachers' daily teaching methods; 3. Organize members of the research group to learn relevant research results, research theories and advanced experience, and write research implementation plans to improve research efficiency. The second stage: implementation stage (2007 10-2008 12) 1. Lead the members of the research group to seriously study the topic, combine the teaching content with the students' reality, and create suitable situations for mathematics teaching; 2. All members of the research group participate, practice and reflect constantly, and accumulate materials and grow in practice; 3, strengthen cooperation, carry out various forms of discussion, a good demonstration class, timely summary, to provide an effective basis for research and problem solving. The third stage: summary stage (65438+2009 1 October-March 2009)1. Organize members of the research group to carry out feedback and exchange activities on research results, and recommend members of the research group to attend special report classes; 2. Collect excellent teaching cases and teaching designs, write research reports, publish research results and popularize them. 8. Members of the research group and their division of labor 1. Sun Dingfen, leader of the research group: director of the guidance office, in charge of school mathematics teaching, primary school teacher. 2、 Name of research group member Shao Sunding Fen Hui gender female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female female Female female female female female female female female female female female female female female female female female female female female female female female female female professional technical research degree, normal university college, subject level 1, mathematics level 2, mathematics teaching level 2. 3. Division of work of the research group: Sun Dingfen, general manager of the project, is responsible for the formulation, implementation guidance and management of the project implementation plan, and is responsible for the summary, writing, communication and promotion of the course results; Responsible for the first grade mathematics teaching research and the collection and arrangement of related materials. Shao: Responsible for the research of first-grade mathematics teaching and the collection and arrangement of related materials. Xu Xiu and Xia Hui: Responsible for the second grade mathematics teaching research and the collection and arrangement of related materials. 4. Teacher Zhou Guixiu, consultant of the research group: a primary school mathematics researcher of Xixia District Education Bureau, who guides the preparation, implementation and summary of the research of our school, answers and helps the doubts in the research process, and ensures the scientific and effective research of the research. Xie Yongqing and Li: They are my error correction, vice-principal and Yinchuan-level backbone teachers, respectively. They supervise and guide the research work, coordinate all departments of the school to cooperate with the research work and ensure the smooth progress of the research work. Nine. Study the conditional analysis of 1. In the autumn of 2007, the new teaching building of our school was officially put into use, and the hardware facilities were gradually configured according to the first-class standards of the autonomous region, which tended to be perfect. Coupled with the full support of the two principals in education and scientific research, it provided a guarantee for the smooth implementation of the project. 2. The leader of the research group is the director of the guidance office of our school, a first-class backbone teacher in Xixia District, and is keen on education and scientific research. He won the first prize in the evaluation of first-class mathematics classroom teaching in autonomous region, Yinchuan City and Xixia District. 3. The members of the research group have high theoretical literacy and cultural literacy, and have certain educational reform, teaching and research level and experience. He usually pays attention to theoretical study, is good at absorbing other people's teaching strengths, pays attention to teaching reflection and actively writes compositions. Many papers and teaching designs won prizes in county, city and district paper competitions. 4. Since the curriculum reform, the primary school mathematics teaching and research section of Xixia District Education Bureau has attached great importance to the construction of primary school mathematics teachers in Xixia District, requiring primary school mathematics teachers to actively participate in education, teaching and scientific research and strive to become research-oriented teachers; Encourage primary school mathematics teachers to carry out small topics and research on topics, sort out, summarize, exchange and popularize effective experiences and practices in view of the problems encountered in teaching, and strive to explore successful experiences suitable for the development of primary school mathematics education in Xixia District, so as to promote teachers' professional growth. In the autumn of 2007, a new round of project (mini-project) declaration and project (mini-project) research results collection, display and promotion activities were carried out in the mathematics discipline of primary schools in Xixia District, and the projects of our school's mathematics group came into being in the wave of scientific research and education in Xixia District.