Based On The "problem Continuum" Junior Middle School Mathematics Teaching Design Research

As the first computer was born in1946, computer science has been an unprecedenteddevelopment, and then mathematics itself has changed dramatically. Particularly with thecombination of computer, mathematics itself enjoys unprecedented expansion in the researchfield, research paradigm and the application range. So, how to learn mathematics better has beenbecome the core of all attention.The United States education had experienced three big changes. From1960’s―new math‖campaign to70’s―back to basics‖, again to the80’s―problem solving‖, scholars had beensearching for the optimal method of mathematics education. Then―problem solving‖became ahot topic of worldwide mathematics education, which made related theory and monographsappear constantly. On the basis of―problem solving‖teaching, J. Maker, the professor ofArizona university, established―problem continuum‖with the guide of multiple intelligencetheory, which can cultivate and evaluation students’ ability. From then on, the research of―problem continuum‖had got all kinds of scholars’ attention, and been widely application withall kinds of teaching organically.Under the influence of world, the research of―problem solving‖teaching mode in ourcountry had already experienced exploration stage, which in―question guiding‖feather. Atpresent, it had entered the stage of development, which in the theory of multiple intelligences,and with the characteristics of―problem continuum‖use.As an important subject of nine year compulsory education of junior middle school, how toachieve mathematics teaching better? How can training in the teaching of the students’ thinkingability better? How to make the comprehensive development of students? These problems are allthe attention of educators, this study is issued by the above problems and proposes.On reference of the junior middle school mathematics curriculum standard and the teachingmaterial, and in combination with the characteristics of junior middle school students, and withthe method of the theory discussion and case studies combined, this research summarizes thepresent situation of research and then points out the present problems and the future direction ofdevelopment on this basis. Then it reveals the―problemcontinuum‖origin and the essence of themeaning by the connotation analysis of―problem continuum‖, and with the related concept ofcomparative analysis. Again it interviews the junior middle school teachers and students, sure thefunction of―problem continuum‖in the junior middle school mathematics teaching. Then itexpounds the teaching objectives by the Front-End Analysis of junior middle school mathematics teaching design. Finally, it designs and analysis the teaching process of the specific cases ofconcept, proposition, exercises and refresher courses of mathematics in the junior middle school.Thus the study conclusions and Enlightenment are got.Through the analysis, we conclude that mathematics teaching must be based on the centerof problem. It can optimize mathematics teaching’s process by using of―problem continuum‖injunior middle school mathematics teaching design. Also it can help students build scaffolding, toform solid knowledge system by one step a footprint. As the―problem continuum‖has a strictsystem, it also can be used as a teaching evaluation tool. Teaching is a complex project, in orderto achieve a better teaching effect，―problem continuum‖should be combined with othertheories.