High School Math Problem Solving And Teaching Research

Since the1980s, domestic and abroad began to research on mathematical problemsolving. Foreign research on problem solving has made substantial progress, but ourproblem-solving studies of which remain in the theoretical stages of research, most studiesonly a summary of the study abroad, with virtually no research on teaching practice. Althoughthere are some teaching practice, but they are first-line some of the experiences of the teachers.On this basis, six aspects of the mathematical problem solving were studied:The first part: The present study was conducted in what context, and it described the why,and this study of theoretical and practical significance.The second part: Introduces domestic and foreign of the theoretical study ofmathematical problem solving. Mainly introduces the meaning of the problems andmathematics problems, all of mathematics problem solving different understanding andaddressing mode, and the meaning of mathematical problem solving teaching. Pave the wayfor the following high school math problems solve a series of questions.The third part: domestic and foreign on the theory of mathematical problem solving. Thepaper introduces American, Japan, the UK, Italy and China’s curriculum standards of“problem-solving” changes, the impact of misunderstood “problem-solving” for our teaching.The fourth part: Discusses the implementation of high school mathematicalproblem-solving teaching. Including the high school mathematics problem-solving teachingpattern of targeted form the basic principle and the matters needing attention.The fifth part: Teaching design for the fourth part of high school mathematical problemsolving. Mainly introduces three kinds of forms of the high school mathematicsproblem-solving teaching design examples.The sixth part: Review of this study and pointed out the deficiencies.