The Study Of High School Mathematical Problem-solving Thinking Strategy

In high school mathematics learning activities, problem solving is one of the most basic activities, which is the effective mean to realize the students’ understanding of the concepts and theorem, and to improve the method and ability of thinking. Mastering a certain problem-solving thinking strategy can improve students’ mathematical problem-solving efficiency. But the high school mathematics knowledge is a little abstract and difficult, and the influence of the exam-oriented education is very common. So students generally have the phenomenon of mechanical problem solving. They seldom care about the thinking process when solving the problems. So there are all sorts of obstacles in problem solving, which may lead to unsatisfactory learning effect. Although the majority of teachers at this stage have realized this problem, pay attention to the infiltration of thinking method and the display of thinking process in the problems-solving teaching. But for various reasons, the effect is not obvious, so it is difficult to improve the quality of teaching. In order to solve the problem of mathematical problem solving, we need a systematic analysis on the obstacles of thinking that students may face in solving the problem, and propose improvement strategies. This is also the starting point of this paper. But students may have different problems during the problem-solving process. To effectively solve these problems, we must start from the nature of the thinking process of students when they solve the problems, and systematically analysis the existing thinking obstacles. Then we will put forward targeted improvement strategy. It is the core and also an innovation of this paper.The study is based on the methods of literature, interview and case analysis. In this paper, the thinking process of mathematical problem solving is divided into four steps: analyzing and clarifying the question; analyzing carefully and drawing up plans; implementing the problem solving and standardizing writing; correcting and drawing inferences. On the basis of the four basic steps, we can sum up the common thinking obstacles of students in various steps as follows: the topic phase lacks understanding disorders and deficiency disorder; analysis phase has rigorous barriers, flexibility barriers and strategic barriers; the implementation phase has the monitoring obstacles, rational barriers and critical reflection stage obstacles. The causes of these barriers are objective and subjective aspects. But this article is mainly for high school mathematic problem-solving thought disorder and accordingly develops appropriate improvement strategies. Therefore the paper mainly focuses on the analysis of subjective reasons. Finally we conclude that there are four main reasons for these obstacles. First, it is lack of knowledge. Students are not strong in the basic mathematic knowledge and mathematical thinking method. Second, it’s about the bad problem-solving habits. Students may not pay attention to analyze the question and express the language regularly and they may be also lack of self-reflective consciousness. Third, it is the mind-set negative influence. Students may have rigid thinking, inflexible ability. Fourth, it’s the impact of psychological factors. Students have no strong will in solving problems, heavy psychological stress and poor willpower. In mathematics learning, teachers’ teaching and students’ learning is complementary to each other. In order to effectively exclude these obstacles, we must improve teaching from both aspects of teachers and students. In the future teaching, teachers should pay more attention to the basic mathematics knowledge, mathematics thinking method teaching, as well as the analysis of questions and reflection teaching. In the meanwhile, student’s psychological condition should also be concerned about. Students themselves should also attach great importance to the basic knowledge of mathematics and thinking of learning. Moreover, students should develop good habits of learning mathematics, adjust the attitude, and build confidence to learn mathematics.