Classroom Problem Posing Of Advanced Mathematics Teacher Under The Concept Of Dialogue

Advanced mathematics curriculum is not only a main channel for student to master some practical mathematical tools, it is a major carrier in cultivating students mathematical thinking,mathematical quality and innovation capability. Therefore, advanced mathematics teaching for undergraduate is of important significance. At the same time , advanced mathematics is a subject that is of abstract highly, thinking extensity which requires student to must take active and in-depth understanding form a higher angle. Understand arises form thinking and thinking arises form question. Therefore, problem posing is the starting point for understanding,and it is also the process for understand. Advanced mathematics classroom is an important place for student to understand advanced mathematics, questions have become important acts in the classroom. Because advanced mathematics is of abstract highly and thinking extensity, in the new teaching ideas - the idea of dialogue characteristics of advanced mathematics classroom problem posing are: the equality of problem posing main body,the interaction of teachers and students,process inquiry,problem reflection,exhilarating experience. However, the status quo of problem-posing in advanced mathematics classroom is differ from problem-posing under the concept of dialogue: the first, the more advanced mathematics teachers are still using the traditional "yi yan tang" teaching methods, virtually no questions; The second ,problem-posing ways of teachers who are of a certain sense of dialogue is "Monologue dialogue", this makes"catechize between teacher and student"lively in the process of teaching, but could not incarnate value of problem posing under the concept of dialogue. Therefore, we should continue to reflect, choose and explore on problem posing of advanced mathematics classroom under the concept of dialogue.This paper is divided into six parts.Part I: Introduction. This part focuses on discussing the origin, purpose and significance of the study and research methods.Part II: Talk a theory summarization about problem posing in classroom. This section gained mainly the essential characteristics of dialogue In the sense of education and characteristics of advanced mathematics teacher classroom problem posing under the concept of dialogue on the basis of hermeneutic theory, intercourse behavior theory, humanistic theory, meta-cognition theory and constructivism theory and the connotation of dialogue;This section also summarized research status of mathematics classroom problem posing At home and abroad.Part III: Case study of teacher problem posing in advanced mathematics classroom. This part mainly studied two general issues-- "yi yan tang" teaching methods in advanced mathematics classroom and "monologue dialogue" teacher problem posing behavior using "tool case way". Through case analysis showed that these two problems arise because:①teacher's teaching philosophy, in essence, is still the traditional teaching philosophy, which is the process of teaching as a process of imparting knowledge;②There is a phenomenon of"attach importance to the study and neglect teaching"in institutions of higher learning and this caused teachers did not attach importance to the study of teaching philosophy and classroom problem posing and lack cognition, understanding and practice to classroom problem posing under the concept of dialogue.③Fewer classes have contradictions and more content in actual teaching.Part IV: Questionnaire survey about advanced mathematics teachers. Main purpose of the questionnaire is to validate reliability of observation cases and Interviews in the third part. The survey contents are: cognition and research of teachers to dialogue concept and classroom problem posing, implementation to teacher classroom problem posing, cognition of teachers to teaching goals, the mathematical concept of teachers. Questionnaire survey results found that the results of the survey are consistent with analysis of cases, this study to observe and interview the case is credible. In other words the cases observation and interviews of the study are credible.Part V: recommendations on implementation of teacher classroom problem posing under the concept of dialogue. With observation and analysis of study process this part offered recommendations on implementation of teacher classroom problem posing under the concept of dialogue from the five aspects:①create a mathematical concept and the concept of teaching atmosphere under the concept of dialogue;②raise the purpose of math classroom problem posing;③strengthen design of classroom problem posing;④pay attention to cultivate language expression ability;⑤improve reflection awareness to teacher classroom problem posing behavior.Part VI: Reflections and Outlook of study. This section mainly reflected the inadequacy of the research and Specify direction of the follow-up research.The innovation of this study mainly reflected in the following aspects. First, selected advanced mathematics teachers as study objects, which is almost no way in similar studies. Secondly, studied behavior of teacher classroom problem posing under dialogue concept and analyzed behavior of teacher classroom problem posing from this perspective of hermeneutics theory, intercourse behavior theory, humanistic theory, meta-cognition theory and constructivism theory, such research is still rare at home and abroad. Third, a variety of methods have been used for the study of teacher classroom problem posing form different angles under the concept of dialogue in this paper, for example: literature, classroom observation, interviews, questionnaires, "instrumental Case studies"etc. So the results of the study have the greater reliability and validity.