The Research On High School Mathematics Teachers Grasp Of The“polya’s Problem-solving Theory”

In the eyes of most of the teachers and students, the ultimate goal of learning math is to learn to problem solving, especially after entering high school, think to solve maths problems is a key to the success or failure of the college entrance examination. But in the "New mathematics curriculum standard "(2011 edition),require teachers not only enable students to master the skills of operating processes and procedures, but also to enable students to understand the processes and steps of the truth. Famous mathematics educator Polya, with a complete set of problem solving theory solved the problem, did it try to explain to the reader how to find the answer in the motivation and purpose of each step. Steering committee in 1977, the United States national mathematics(NCSM) announced: "the fundamental purpose of learning math is to learn to problem solving", then "Polya’s problem-solving theory" got unprecedented development, China is also affected by the spread. Spread of "Polya’s problem-solving theory" in China has a history of more than 30 years, but the moment I do not know how high school math teacher grasp it,whether in the problem solving teaching class application as the student answers the motivation behind the steps, at the same time, influence the high school mathematics teachers to master "Polya’s problem-solving theory" factors were analyzed, and finally to improve the teachers’ teaching ability to provide the corresponding countermeasures to solve problems.The author through the "Polya’s problem-solving theory" and "High school mathematics new curriculum standard"(hereinafter referred to as the "High school curriculum") as the basis, and insight into the classroom the teacher is good at problem solving method, in design of high school teachers of mathematics application "Polya’s problem-solving theory" problem solving level test, random send 50 high school math teacher for testing; Through the in-depth problem solving teaching in classes, and to interview after class, it is concluded that teachers teaching status quo of application "Polya’s problem-solving theory"; Application of statistical software to do correlation analysis, and aimed at a typical interview question to teacher, it is concluded that the teachers of "Polya’s problem-solving theory" to grasp the cause of the poor.Results:(1) Teachers of "Polya’s problem-solving theory" to master an average of 15.05, the highest was divided into 55 points, the lowest is divided into one point.(2) To master the worst of it is " how to solve problems of the table" in the fourth step, based on classroom observation and testing, found that almost no teacherswould be subject to test and reflection.(3) The levels of most of the teachers just stays in the first two steps, there is almost no teachers will be loyal to the "The table on how to solve problems" of the original language, but according to the experience of enlightening to float in the process of the forms of language.(4) According to the classroom observation, interview, test, it is concluded that high school mathematics teachers to poor "Polya’s problem-solving theory" master factors are: the educational factors, autonomous professional development consciousness, the influence of exam-oriented education, shortage of time, and the old knowledge and other factors.(5) In view of the influence factors, and put forward reasonable Suggestions, to improve high school mathematics teacher’s teaching ability to solve problems.