An Initial Construct Of Mathematics Problem-Solving Teaching Mode In Classrooms

Fortunately, the new century sees a world-wide practice of Basic Education Reform. China is no exception, where much has been done to accelerate its pace. Fresh educational theories, notions, systems and teaching methods have been adopted to meet the future educational need. The current mathematics education, through the careful reflection from teachers and researchers, shows its limitations as follows: It focuses on teaching instead of learning; on presenting mere knowledge instead of motivating students to think, organize, plan and fulfill the task logically ; on acquiring results instead of acquiring courses itself, on the same norm from teachers' and schools' instructions instead of individual development . Classrooms, a key channel to mathematics education reform, can help carry out the qualified education in Mathematics in China.Research work has managed to construct a new teaching mode in classrooms. And mathematics problem solving is the main focus. This mode is expected to play an important role in the whole system of the mathematics problem solving teaching mode in classrooms. It should be thought as the beneficial addition to the traditional teaching mode in classrooms so that it tends to solve some negative problems caused by the traditional teaching.Teaching mode, the interlink between teaching theory and practice, is a theoretical and practical parameter based on a large number of experiment presentations, with the aim of forming both stable and concise theory on teaching patterns and practical activities. Under the guidance of a certain theory, Mathematics teaching Mode derives from practice and tries to construct a scientific teaching mode taking place within classrooms, so that it can better classroom organization, motivate students, courage teachers and students to share the educational settings efficiently and get teachers and students to be aware of their own roles in the process. And its final goal is to make learning and teaching more productive. Generally speaking, Mathematics teaching mode consists of: I Basic principles; II Teaching expectations; III Operating procedures; IVMethods and strategies; V Assessment. This thesis attempts to constructclassroom-teaching mode in terms of problem-solving.Problem-solving was first put forward in 1980 in the USA. These actions are expected to solve abnormal problems comprehensively through what learners have learned including problems in our real lives and from pure mathematics principle. Mathematics Problem-solving does not mean all kinds of abnormal methods or techniques. It is claimed to teach students "how to think in a mathematics way", get students to experience their success and cultivate their positive attitude toward mathematics. These notions of Mathematics problem-solving keep the track of the mathematics reform.Mathematics problem-solving teaching mode in the thesis involves in the following: I Theoretical research on teaching mode and mathematics problem-solving within classrooms; II Validity of its operating steps during the basic procedures, making sure of its feasibility; III Initial practice concentrates on three dimensions. They are: the study on "mathematic problem"; the study on cultivating students' ability to find problems and then question them; the practice on problem-solving teaching in classrooms. The above practice can lead to the initial conclusions: The teaching mode keeps accordance with the basic notion of the present Mathematics Education Reform and help solve questions which currently exist in the mathematics teaching in classrooms. This research is still on the early stage, which needs further improvement both in theory and practice. It is hoped that related experiments should be practiced in a large scale so that the theory can get renewed.