Based On The Mathematical Problem-solving Class Teaching And Research

Since the 1980s, problem-solving has become an international mathematics education a trend. Not only because of its relationship to study how to improve the scientific and cultural quality of the students, their ideological and moral qualities and the quality of teaching, but also with the primary and secondary mathematics curricula, teaching content, teaching and research, teaching mode, and so closely related to the reforms, is a field extensive research positions, so many domestic and foreign research institutions, experts, academics and the general concern of the majority of teachers. What is the solution to the problem, there are some different views and opinions. In recent years, almost all the world's countries have to improve their problem-solving ability as a mathematics teaching one of the main purposes. Both the teaching and learning process, or teaching purposes, and whether the teaching methods, or teaching content, as the core of international mathematics education and mathematics education reform a new trend, mathematical problem solving has become the mathematics education of the important issues covered.And our current "problems" still exist in varying degrees in the following major problems. Mathematics Teaching still exist to varying degrees of teaching and low efficiency, operating heavy burden on students, the purpose of learning is not clear, ideological and form a single, poor ability to solve practical problems Bihai. This shows that the "solution" for mathematics education in China has special significance, both necessary and urgent.This paper briefly reviewed the "solution" of historical development, the concept of connotation. Professor Yu Ping and then solve the problem of psychological theory, based on the "problem solving" as a math classroom to implement an effective way to quality education, to reform the traditional teaching methods to enhance the students to ask questions and analysis of problems. The traditional classroom teaching the re-transmission of knowledge, problem-solving ability of students light training. Based on the facts of classroom teaching, the paper of some classroom teaching students to raise questions, problem-solving abilities done a survey and the survey was conducted statistical analysis, design and the help of experts of the special training the students to raise questions model classroom teaching experiments and achieved More significant results. At the same time, some classroom teaching record has conducted in-depth analysis draw some useful inspiration. The classroom should be to "solve the problem" as the main line of teaching, students not to arrive at a correct answer to meet its aim is to create a induce students to ask questions teaching situation, to encourage students to ask questions, encourage them to find various ways to solve step by stepBecause based on the "problem solving" Mathematics Teaching there is no fixed pattern, so teachers should change their concepts in a timely manner, advancing with the times, not formality, "dogmatic" and in accordance with existing conditions and the actual students to flexibility. We should focus on "how to solve the problem," attention to the promotion of the thinking ability of students to enhance practicality, to cultivate talents with the requirements of the tim'es.