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1、1Improve the efficiency of classroom instruction to create situationsAbstract: High school mathematics curriculum requires teachers through a variety of classroom teaching, students learning, explore and experience the process of mathematical discovery and creation, and develop their sense of innova
2、tion. This article focuses on teaching from the problem situation, discusses the problem of teaching in the classroom teaching practical significance of the creation of problem situations common strategy and principles to be followed. Keywords: new curriculum to explore cooperation in problem situat
3、ions One, of the problem So-called “mathematical problem situation” refers to a kind of autonomous learning and motivate students to question the value orientation of the stimulating sense of the data material and background information. clear: a new round of curriculum reform , to improve the way t
4、eaching and learning, teachers should create an appropriate problem situation for students motivated to learn, self-discovery 2laws of mathematics and problem solving approach, so that they experience the process of knowledge formation. As high school students have some understanding and logical thi
5、nking ability, teachers can create appropriate problem situation in order to expand the inquiry, discussion, understanding and other educational activities to promote students in the problem situation in the exploration of scientific rigor to achieve the purpose of solving problems to improve classr
6、oom teaching. Second, the creation of the principles of problem situations Problem situation is to train students co-teaching ability and innovative thinking ability of the very effective teaching method, to the successful implementation of the problem situation must follow certain principles of tea
7、ching. The effectiveness of classroom teaching as a starting point, I believe that the creation of problem situations should be guided by the following four principles: 1, targeted. Teachers in the creation of problem situations, we must be closely linked to issues, do not trick, stray too far, 3or
8、mathematical concepts to be able to reveal the law of direct benefit to research subjects when the Church of the solution, there must be help to stimulate the enthusiasm of the students thinking, reflecting typical problem situations. 2, moderation. The design problem situation, should proceed from
9、reality, taking into account the cognitive level of most students should be for all students, should not for a few settings. It is necessary to consider the teaching content but also to consider differences between students, pay attention to tips to students based Q angles and methods, to let each s
10、tudent design from teachers teaching situations to develop. 3, enlightening. The problem is not how many, but rather whether instructive, whether we can touch the essence, and guide students to think deeply. Thinking first of all to give the students some time and space, if necessary, can be properl
11、y inspired guidance. Teachers inspired to follow laws of 4thinking of the students, teachers can not force the students in accordance with the proposed ways and means to think. 4, interaction. Teachers to problem situations, to allow students to propose new mathematical problems, presented with the
12、research value of new issues, new knowledge to enable students to continue to build and maintain continuity of thought, truly has been involved in the classroom so that students, rather than waiting for problems. Third, the creation of strategies and cases of problem situations 1, the use of fun gam
13、es, creation of problem situations Case 1: The dichotomy of the approximate solution of Equation Today, we play a number guessing game. My hands, the price tag of this pen is 10 to 30 yuan in an integer, you have to guess the exact price of it, I will answer you do “high”, “partial low “or” correct
14、“message, who can both accurate and rapid answers to the price of this pen out of it? Links to free paper download http:/5Commentary: Using Games in the creation of life problem situation, to stimulate the students interest in learning, so that the students motivated to learn, in a relaxed teaching
15、environment, the development of emotional attitude of students and general ability. 2, the use of allusions, the creation of the problem situation Case 2: a geometric sequence and the first n items Chess originated in ancient India, according to legend the king to reward the inventor of chess asked
16、what he wants. Inventor says: “Please put on board 1 of a grain of wheat Gerry, Gerry put 2 2 wheat, 3 Gerry put four kernels, and so on, each cell to have placed a few grains of wheat were put before a frame house 2 times the number of grain until the first 64 grid. “king pleasure consent. King is his promise to achieve it? Commentary: This case questions the use allusions to arouse the curiosity of students, drive st
