Research On Implementation Strategy Of The High School Mathematics PBL Teaching Method

The curriculum reform not only brings new opportunities for educators, but also poses challenges. The current mathematics curriculum reform undoubtedly makes the most revolutionary efforts to the existing pedagogy up to date. As integral parts of this reform, the development of research based learning curriculum resources and supporting materials, the optimization of the course structure, as well as the successful integration of research based learning to existing curriculum are critical to the educators. In high school mathematics teaching curriculum, two important aspects concerning research based learning are particularly debated:its supplementation to and its help to the consolidation of conventional classroom learning, and its implementation in assisting the preparation for advanced mathematics education.In this context, the author chose the Problem Based Learning (PBL) method as a tool used in high school mathematics teaching. PBL method uses constructivism theory as its foundation. It involves guiding the students using disorganized real life problems, and then encouraging independent information collection, screening and group discussions. Through this process, students can develop problem solving ability, and are able to select and process useful information, can also improve teamwork skills.Based on high school mathematics teaching curriculum, the author experimented the PBL teaching method in high school trigonometry teaching, particularly solving sine and cosine functions. The experiments were conducted two times where the first round of results fed back to the second round. Observations from the first round of the PBL teaching experiments showed that students generally accept the new method without problems, the method was particularly popular due to students were able to participate regardless of grades and their mathematical skill level. However, the following shortcomings were noted:1 students complained of insufficient time to research for their topics; 2 low knowledge transfer efficiency; 3 the PBL problem aim was not clearly elucidated. Thus the second around of experiment was proposed and designed to address the above issues accordingly. The second round of PBL teaching experiment was able to better match with the study progress of students and gave clear aim without causing any confusion. More preparation time was given to the students to research on their topics to ensure sufficient preparation, consequently thorough discussion and better learning outcomes. The second round experiment demonstrated positive effects and students produced better learning outcome, students also showed improved ability in summarizing the knowledge, conducting research and processing complex information.Through the two rounds of PBL experiment, the author therefore summarized the strategy of combining PBL teaching method in current high school mathematics teaching, proposed the structure of PBL teaching model in implementation, and further evaluated the usage of PBL teaching method in high school mathematics teaching.As a conclusion, the author recommended the PBL method due to its ability to broaden the knowledge base and to increase knowledge depth, its promotion of cooperative learning skills, furthermore, the improvement to the grades when properly applied. The author additionally suggested an experimenting PBL classroom set up in schools.Varying pedagogic methods can invoke better study outcome and encourage students with low grade to participate and be engaged. Timely evaluation of the psychological status of students can also provide references.