A Practical Study On Mathematics Open-ended Problem In The Function Teaching Of Grade One In Senior High School

With the development of the curriculum reform in our country,the open-ended problem of mathematics has gradually entered people's field of vision and become a hotspot in the research of the educator.Compared with the closed problem in the traditional mathematics teaching,the open-ended problem are more likely to cultivate students' divergent thinking and innovation consciousness,its education value has been recognized by more and more people.The teaching model based on mathematical open-ended problems has become an effective way to implement quality education.In this paper,the researcher studied the teaching of open-ended problem with the example of the function teaching of Grade One in senior high school.On the basis of a large number of literature,the researcher defined the concept of open-ended problem,and analyzed the development,classification,compilation and evaluation of open-ended problem.Combined with the theoretical researches of open-ended problem,this paper made an investigation on the current situation of the open-ended problem teaching and learning situation in the school.The survey results show that teachers' understanding of the concept of mathematics open-ended problem are vague,and the open-ended problems are rarely used in daily teaching;Students rarely get in touch with mathematics open-ended problem in their learning process;Students are lack of interest in mathematics learning,their learning attitude is negative,and the learning style is passive.According to the problems found in the survey and combined with the theory of open-ended problem the research proposed three strategies for the teaching of mathematics open-ended problems: penetration strategy,subject strategy and metacognitive strategy.On the basis of the teaching strategy of mathematics open-ended problems,combined with the function teaching of Grade One in senior high school,the experiment of open-ended questions was carried out in the experimental class.And after the practice,the researcher investigated the learning interest,learning style,learning attitude and mathematics achievement of the students in the experimental class and the control class.Through the comparison between the experimental class and the control class,we can draw the following conclusions :(1)The mathematics open-ended problem teaching canstimulate students' interest in learning mathematics,improve students' mathematics learning attitude,optimize the learning style and improve students' initiative of learning mathematics.(2)Mathematics open-ended problem teaching can improve students' mathematics achievement.