Research On Teacher Intervention Strategies In Junior High School Mathematics Cooperative Problem Solving

Under the background of curriculum reform and highlighting the cultivation of students' core literacy,cooperative problem solving teaching is one of the methods for cultivating the innovative and practical abilities of high school students that has attracted attention.analyzing the factors that influence cooperative problem solving and exploring strategies to improve the quality of cooperative problem solving are important issues that concern many researchers..Among them,teacher intervention is a key factor affecting the quality of students' cooperative problem-solving.The effective application of teacher intervention strategy is the need to implement curriculum standards,enhance teachers' teaching practice ability and improve students' core literacy.in addition,teachers' intervention strategies in the process of students' cooperative problem solving need to be paid more attention.This study aims to explore the characteristics and laws of intervention strategies applied by junior high school mathematics teachers in cooperative problem-solving teaching from the perspective of adaptability of micro teaching.Based on the analysis of the theories of cooperative problem solving and teacher intervention in china and international pespective,this study chooses to study the intervention strategies of six junior high school mathematics teachers with different experience ranges in the process of student group cooperative problem solving.we focus on the three aspects of teachers' intervention diagnosis,intervention guidance and intervention regulation in the process of cooperative problem solving.In the specific research paradigm,firstly,the grounded theory is used to analyze the basic diagnosis methods and diagnosis results of case teachers,and the learning situation diagnosis strategy is constructed combined with the case analysis of typical events;Secondly,using the content analysis method,this paper studies the basic ways and focus of teachers' intervention guidance,and the distribution characteristics in the investigated classroom,and summarizes the intervention guidance strategies combined with the case analysis of typical events;Thirdly,using the method of example analysis,this paper studies the inspection regulation structure and strategies in Teachers' intervention,and analyzes the rich patterns of teachers using regulation strategies to improve problem-solving in different types of groups combined with the typical lesson examples of case teachers.Finally,from the perspective of adaptability theory,this paper analyzes the stages and functions of intervention,and puts forward the strategic framework of teacher intervention.The main conclusions are as follows:First,the diagnosis strategy of mathematics teachers.(1)Teachers' observation,teachers' direct inquiry,inviting students to make statements,indirectly responding to students' help seeking,students' active exposure in the small group,and students' on-stage display or explanation are the six basic ways of teachers' diagnosis.(2)Looking for "typical" objects,actively patrol and observe,inviting students to fully explain,asking the "consensus" of the group and encouraging students to actively report are the five strategies for teachers' diagnosis.Among them,actively patrol and observe,encourage students to actively state their ideas in the group,determine whether the group's understanding of mathematical problems and solution thinking have reached a common understanding,and invite students to explain their actions and intentions,if necessary,actively listen for a period of time,which is the adaptive intervention path taken by teachers in the stage of learning situation diagnosis.Second,the strategies for mathematics teachers to carry out group intervention guidance.(1)Teachers' intervention guidance is mainly "authoritative",focusing on "task related knowledge".(2)Promote problem representation and understanding;Looking for the connection and change of problems;Encourage students to reflect and organize;Establish cooperation rules;Advocate mutual assistance and consultation;Establish emotional support environment;Give emotional experience feedback;Establishing cognitive and social norms;The overall regulation of activities is the nine strategies of teachers' intervention and guidance.Among them,establish the rules of class cooperation and communication and the environment of emotional support before class;When the experience of group cooperation in problem solving and the "correct ideas" contributed to problem solving,they resort to strategies such as "mutual assistance and consultation","cognition and social norms","encouraging students to reflect and organize";When the group communication has made progress but there are still obstacles,encourage students to elaborate their ideas,contact the problem design and conclusion,and put forward the direction of thinking and available resources;When the group solves the problem stagnation,inform some key mathematical concepts and mathematical routines,prompt fine reading,demonstrate and analyze the meaning of the problem,guide and focus on the problem characteristics and affirm the positive performance of students,and coordinate the object of intervention,time and task difficulty when necessary.This is the adaptive intervention path taken by teachers in the intervention and guidance stage.Third,mathematics teachers implement the strategy of group inspection and regulation.(1)Ask students about the new progress of problem solving;Ask students to describe the principle of problem solving;Invite students to describe their common ideas after guidance;Encourage students to show on stage after guidance;Requiring students to respond to difficulties after thinking and putting forward higher challenging tasks are the six adaptability inspection strategies adopted by teachers.(2)"Improve the responsibility of students' participation;resort to the assistance of group or class resources" to weaken the intervention;"Provide feedback and help,and give necessary hints,encouragement and affirmation of mathematical thinking methods" to strengthen the intervention;"Implement multiple rounds of adjustment and expand the adjustment objects",which is the intervention and adjustment strategy for teachers to support students to continue cooperative exploration.