Practice Of "Problem String" In Rural High School Mathematics Teaching

Ordinary high school mathematics curriculum standards suggests that maths plays an essential role in the awareness of the relationship between high school mathematics curriculum for mathematics and nature, mathematics and human society, and understanding scientific value, cultural value of mathematics to improve questions, analysis and problem-solving skills, the formation of rational thinking, intellectual development and innovation. Modern educational theory advocates that student learning activities can be most effective only through their own thinking, practice and exploration and especially studying actively in the drive of problems has great significance to increasing students’ interest in learning, stimulate creative inspiration, and enhance logical thinking. Therefore, the effective communication between teachers and students needs to be organically connected by a series of problems, through joint exploration and research of the problem, students can raise their own views and opinions, which is in fact the theoretical basis of “problem string” teaching.After three years’ teaching practice in rural high school, I found that rural high school maths education is now in a worrying situation. The burden of high school maths is so heavy that the students are under great pressure and therefore are afraid of and tired of maths. In addition, rural students are of low quality, poor academic performance and it’s hard to improve. Besides, most of the rural high school education is adopting a relatively backward teaching method — ”duck-stuffing” teaching method. This kind of teaching method is not only less effective but also bounds students’ thinking. If things go on like this, it will severely restricts the development of rural high school maths teaching and therefore influence the overall improvement of the students. So I put in the idea that “problem string” teaching model should be carried out in rural high school maths teaching.In this study, theoretical research and classroom practice are combined. Specifically a variety of research methods like literature survey, questionnaire, deep interviews are adopted to study the “problem string” teaching. In order to study this subject better, I has practiced this teaching model in person in rural high school classroom, and done a comparative study between the “problem string” model-based class and parallel class.The main conclusions through theoretical and practical research results of the investigation are:(1)The “problem string” teaching model can not only optimize the structure of rural high school maths classroom, but also improve the efficiency of rural high school maths teaching class. Furthermore, it also have a significant role in developing their learning interest and improving rural maths literacy;(2)Though literature survey and practice study of “problem string” application strategy and design method, I summarize the application of “problem string” teaching method in different types of maths class;(3)Although some rural high school math teachers have had the awareness of “problem string” teaching, their practical ability still needs to be improved due to the limited level of teaching design and “student-centered” consciousness still need to be raised.