The Research Of Problem-oriented Teaching Strategy In Primary Mathematics With The Support Of Information Technology

In the Long-term Education Reform and Development Plan (2010-2020)(called Outline)，professional training mode was advocated which encourages different kinds of teaching such asheuristic, discussion, participatory and inquiry teaching to help students grasp how to study.Four bases including basic knowledge, basic skills, basic thought and basic practicalexperience and four kinds of skills including problem finding, introducing, analyzing andsolving skills were encouraged in The Mathematics Curriculum Standard for CompulsoryEducation (Published in2011)(called The New Curriculum Standard) in order to transform thetraditional teaching method in maths. As the strong support of maths teaching and the mediumfor studying and sloving problem, informational technology can transform teaching effectivelyand encourage interests in maths. However, the key features of traditional teaching method arestill those that focus on chalk, blackboard, exercise-book and listening-teaching-practicing.Students do not have enough time to think allowing them to aquire poor innovative problemsolving skills. This paper argues that with the support of informational technology, theproblem-oriented teaching which can overcome the drawback of traditional teaching and base onproblems, enables students to grasp four kinds of skills.The research was done by the method of literature survey, educational measurement,questionnaire, experimental education and statistical analysis. Based on the learning theory ofconstructivism, situated cognition and the problem continuum and the features of teachingstrategies, elementary mathematics characteristics, the characteristics of primary schoolmathematics, the problem-oriented teaching strategy was fulfilled. Firstly, the informationaltechnology was used to present diversified problems including situation creation andissue-introducing strategy. Secondly, different kinds of methods were used to improve students’problem solving skill, such as the strategy of comprehensive teaching aids demonstration, thestrategy of contrast-transformation and the problem of trial and error. Thirdly, the strategy ofdesigning ill structured problems to evaluation-reflect was used including designing ill structuredproblems to formative evaluation-reflect and summative evaluation-reflect.The study uses two groups of non-reciprocal single factor measured before and after thequasi-experimental model of teaching experiment. To carry out the teaching experiment, thisstudy selected Dezhou in Wucheng County of a junior high school the five grade two classes as experimental object. Problem-oriented teaching strategies is implemented in one experimentalclass. At the same time, problem-oriented teaching strategies are adjusted and correctedconstantly. Teaching for two classes after the test, after the experimental classes and that incomparative classes of students’ academic level test scores and learning attitude of data. Pre testdata in experimental class and the comparing class is contrasted, and final test data inexperimental class and the comparing class is contrasted, and pre test data and final test data inexperimental class, drawing the final conclusion. The research can draw the conclusion:problem-oriented teaching strategies with the support of information technology is effective forimproving the students’ mathematics scores; This teaching strategies benefit culturing thestudents’ interest of learning mathematics. Severalof primary mathematics teaching experience issummarized: the creation of realistic problem situations, effective and flexible use of informationtechnology, the life and practice of mathematics, student-centered problem solving, and promotethe questions to solve in a good teacher-student interaction.