The Influence Of The Method Of Forming "Problem - Solving Module" In The Mathematical Review Of Senior High School On The Students' Mathematics Learning

Encouraging students to form a "problem-solving module" approach is a teaching method commonly used by first-line teachers in the classroom, which to some extent,can stimulate students’ interest in learning, improve their thinking ability and efficiency in class, and fully demonstrate their thinking process. In this study, the impact which a "problem-solving module" has on students of Grade 3 during the Mathematics Review process will be discussed with the examples of a quadratic equation with a parameter containing ginseng solvable problem and discussion of the function of monotony.This paper, with a theoretical basis of SOLO classification evaluation method,referring to the situation of three different basic problem solving processes and answer questions cases, analyzes "solving module" cognitive level changes as well as four non-cognitive change factors, including before they form a "problem-solving modules", after they "Solving Module" knowledge and Contact knowledge, the flexible application of "solving module" approach, "problem-solving module" number shape characterization capabilities, and whether to form a good cognitive structure.The results show: By the method of forming "problem-solving module", students’ cognitive level has a huge upgrade, more significant progress is made compared with key classes, and changes in non-intellectual factors are obvious. The main conclusions are as follows:(1) The student’s cognitive level has been improved some. When I started to take over, the basis of students is still relatively poor. Cognitive level remains in the structure single point, followed by multi-point structure, and the students of level in the structure of association are few. By several months’ effective review, students reduce the kinds of mistakes, and are more attentive, more structured, which proved that forming a "problem-solving module" approach was quite effective, and their differences with key classes are being gradually reduced. They also recognize to know the level of high-level cognitive level of development, of course, mostly depending on the speed of development and different basis.(2) Problem solving has direction and purpose. After the formation of "problem-solving module", regardless of the basis for the weaker students or students with good basis, they have a clear idea of the process of solving problems,understanding the perspective from which to start, unlike the original blind as just simplification, which is what to do. No matter what kind of question types are, their mind in knowledge and methods are becoming clearer, and capabilities of drawing and recognizing map gradually increased, forming a basic good cognitive structure- "Solving Module".(3) Student interest in learning, efficiency and activity has been improved to some extent. It can be known from the results of questionnaire about statistical of non-cognitive factors that when using the formation of "problem-solving module" approach to review, students’ interest in mathematics has significantly improved,playing a positive impact on the students. Students study habits improved, and with the motivation, they have become optimistic and positive. Overall, the method for student reviewing and forming "problem-solving module" in the third year is acceptable.