A Probe On The Problem-scene Designing In High School Math Teaching

Problem-scene designing is often abbrieviated as problem designing. It refers to the preparation and plan of a scene designated to a certain problem, with the goal to construct an atmosphere in which students could learn on their own initiative and to improve their ability in solving problems. Problem-scene designing is the core of teaching designing, through which sophisticated pedagogic notions can be implemented into practice. It is an important aspect of a teacher's daily work, and an efficient way to execute the teaching plan. Besides, the evaluation of problem-scene designing functions as a useful tool to judge a teacher's competence. Therefore, the study on problem-scene designing has practical significance.However, problem-scene designing has not been given enough attention. Some designings do not take the student's experience into consideration and help producing a large body of students of "mampobia". There have appeared some articles on the problem-scene designing, featured as sporadic, empirical, and unsystematical, hence hardly any instructiveness.Thereupon, I made this exploration on the basic principles, strategied, and methods on problem-scene designing, wishing to establish a frame for further research on this topic. This thesis is focused on the following aspects:1. Through studying and meticulous analysis on a large quantity of cases issued in Math Teaching In Middle School ,efficient cases of problem-scene designing and the less effective ones are classified; the best designs suggest the basic pattern of good problem-scene designing.2. Based on the features of excellent cases, combined with the cognitive-psychological characteristics of high school students, and according to the notions proposed in The New Curriculum, I propose five principles for problem-scene designing in high school math teaching:(l)the initiative principle;(2)the developmental principle;(3)the no-one-left-out principle;(4)the principle of essence-comprehending; and (5)the principle of re-creation.3. According to the above suggested principles as well as empirical knowledge of Math teaching in high school, six strategies on problem-scene designingand a set of effective applicable methods are put forward,4. Applying the above five principles, six strategies and methods, the problem-scene in the teaching of cone curve is attempted. With a all-round comprehension on the teaching materials and the knowledge of students, the teaching process is reformed and the after-class students response is examined, which are all duely recorded. The analysis of the follow-up questionnaires shows that the problem-scene designing in the teaching of cone curve was a successive try and made a solid ground for further researchThis thesis serves as a probe in the basic principles on problem-scene designing and suggests a series of theory concerning problem-scene designing, with an expectation that this research will offer high school math teachers with assistance in the practice of problem-scene designing and inspire further study.