Case Study Of The Mathematics Problem-solving Instruction

In2001, with the introduction of "the basic education curriculum reform outline (trial)" the whole country set off a wave of new basic education curriculum reform. The biggest feature of the curriculum reform is based on constructivism theory as the main theory, the curriculum standards, curriculum objectives, teaching process and so on have made specific requirements. In July the same year, this curriculum reform also introduced the full-time compulsory education "mathematics curriculum standard (experiment draft)", including "problem solving" has become the hot problem in the study around the scholars and front-line elementary school mathematics teachers. In2011, the state ministry of education promulgated the "mathematics curriculum standard (2011education)"(hereinafter referred to as "the course standard"),"problem solving" has become one of the four goals to the mathematics teaching. The state of education also put forward specific requirements to the teachers. Visible, the problem solving teaching has become the most important task to the elementary school mathematics teaching. Then in the context of new curriculum reform, how the present situation of the elementary’ school mathematics problem solving teaching, which parts reflect the idea of constructivism, and which places also need to be improved, these are all worthy of deeply thinking.In this study, first of all, based on the perspective of constructivism, the use of text analysis from the perspective of the curriculum standard (2011education), in terms of the teaching of problem solving teaching goals, teaching methods, teaching evaluation has been made a theory analysis of the macro level, trying to know the constructivist ideals in how "curriculum standard" concrete embodiment, which features have been represented to the elementary school mathematics problem solving teaching.Then based on the perspective of constructivism again, from the perspective of the text analysis, north division and o’clock about problem solving teaching contents in the textbooks on the consideration and comb, and the content characteristic has carried on the theoretical analysis on the level of medium, trying to understand how constructivism thought in the teaching material embodies.-Finally based on the perspective of constructivism again, using the method of video analysis and questionnaires, from the perspective of case analysis, the mathematics problem solving teaching in primary school has been made an empirical analysis on the micro level. At the same time, combining with the characteristics of constructivism ideals and develop the basic video analysis framework. On by the psychology department of Beijing normal university professor Xin striving to improve teacher’s adaptation based on the constructivism teaching evaluation questionnaire, the author prepare the in the classroom observation scale. And the author also select two representative problem solving teaching in the classroom activity, give the observation scales to the15and14present class teachers. For video analysis and questionnaire analysis, the author tries to induce the constructivist perspective of elementary school mathematics problem solving teaching current situation and existing problem.Through the research of macro, medium and micro, the results showed that based on the perspective of constructivism, today’s primary school problem solving teaching has the following characteristics:First, attach importance to the creation of the problem situation; stimulate student’s interest in learning.Second, pay attention to the students’ ability to the found and ask questions.Third, guide students to independent inquiry, cooperative learning communication.Fourth, advocate practical teaching, enhance the students’ fundamental activity experienceFifth, meet the needs of students; focus on the future development of students.Through the micro research found that, there are the following problems:First, leading cover subjectivity, teachers instead student’s thinking.Second, useless of resources, the single way to present the teaching content.Third, the form of discussing is single, the depth and the breadth of exploring are not enough.Fourth, fewer concept conflicts are set up, fear of the students’ mistakes.Fifth, Interaction between teachers and students is given priority to with selective interaction.