A Case Study On High School Mathematics Problem-solving Teaching Of Experts Teacher

It is inseparable for Students to learn math and solve problem. For high school students to have good problem solving ability is the key to conquer the college entrance examination, and for teachers to cultivate the students’ mathematics problem-solving ability has always been essential throughout the high school mathematics teaching. How to carry out problem-solving teaching effectively has always been the concern of domestic mathematics scholars. Therefore, the study on high school mathematics problem-solving teaching is very necessary, and it is worth our discussion in a long period..Based on the consideration above, the author will link educational authorities to mathematics problem-solving teaching. The author do the research about expert teachers high school mathematics problem-solving teaching with research methods such as literature, interview and case analysis,through repeated looking back the video footage of the classroom activity, detailed record of every conversation with the teacher and. This research bases on the some certain related theory from both china and oversea countries. The author combine these theories with his(her) internship experience. The research subjects are mathematics classroom problem-solving case of secondary special-class teacher Zhao Chuanyi in baoshan district of Shanghai. Through concrete study of teaching activities,such as classroom-analyzing, video-watching, lesson-planing and courseware, homework-correcting, the author will explore two main research questions:(1) how expert teachers’ mathematics problem-solving teaching process features?(2) through the analysis of the expert teacher mathematics problem-solving teaching process, some problem-solving teaching strategies can be summarized.This study has directively meaning to problem-solving teaching, and optimizes the high school mathematics problem solving teaching. Meanwhile, the research results can be a reference for both teachers and normal university students. Besides, it can better students’ problem-solving ability, and cultivate the students learning interest in mathematics and improve the efficiency of learning, thus strengthen students’ comprehensive capacity.This study is divided into five chapters. The first chapter expounds the research background, the research question, research significance and research methodology; The second chapter states the relevant definitions and theories; The third chapter focuses on the expert teachers’ teaching process, and summarizes its features; The fourth chapter discusses some certain teaching strategies of the expert teachers, and put forward some suggestions of teaching; The fifth chapter summarizes the research results, and research limitations and suggestions of further research.