Research On The Implementation Of Problem Solving In Junior Middle School Mathematics Textbooks

Problem solving is one of the hot and focal issues in today's educational research.It is an important way to develop students' innovative consciousness,an important part of mathematics curriculum content,and an effective way to achieve curriculum objectives.Problem solving plays a very important role in mathematics class.Teachers must be provided with sufficient resources and materials to organize problem-solving activities.Textbooks,as the basic elements of teaching activities,have laid a good foundation for the development of teaching activities and are the embodiment of curriculum standards.It embodies the specific requirements of curriculum standards and is the core teaching material of school teaching.From the perspective of problem solving,this study selects the revised edition of "compulsory Education textbook ·Mathematics" published by the people's Education Publishing House(2012).Through the research methods of literature,text analysis and quantitative analysis,according to the definition of "problem solving" in Mathematics Curriculum Standard of compulsory Education(revised edition)and the understanding of experts and scholars at home and abroad,this study first defines "problem solving" in textbooks and examines all the problems in textbooks,so as to screen out all "problem solving" in textbooks.Secondly,according to the classification dimension of "problem solving" in the existing textbook research,according to grade,type,knowledge field and so on,this paper classifies the textbook "problem solving",and analyzes its quantitative characteristics in different dimensions.Thus,the distribution of "problem solving" in different dimensions is obtained.Finally,the author summarizes the characteristics of textbook compiling in the aspect of "problem solving",enriches the research on the problem field in our country,and puts forward some suggestions for the compilation of "problem solving" in Chinese junior high school mathematics textbooks.By combing the problems in junior high school mathematics textbooks,the main conclusions are as follows:Firstly,the types of problem solving: the traditional problems and the close-ended problems are the main problems,and the number of non-traditional problems and open-ended problems is relatively small.In addition,the number of questions raised is less than that ofother non-traditional problems.In addition,there is no obvious difference in the distribution of the traditional problems in the three grades,while the distribution of the close-ended problem between the three grades is obviously different.Secondly,the presentation of problem-solving: most of problem-solving appears in the form of combination,and the number of problem-solving in pure mathematical form and visual form is relatively small.Thirdly,problem-solving in the field of knowledge and teaching links: "number and algebra" "graphics and geometry" in the number of problem-solving is higher than "statistics and probability" in "synthesis and practice" the number of problem-solving is higher.The number of problem-solving in "practice" link is the highest,followed by "thinking" link;At last,the situation and graphic information for problem solving: the problem-solving situations in textbooks are mainly "life situations" and "transition situations",and the number of "game situations" is relatively small.The number of chart information in problem-solving is about half of the total number of problem-solving.On this basis,the following suggestions can be made for the compilation of problem-solving aspects in junior high school mathematics textbooks.Highlight the position and role of problem solving in textbooks.Increase in the number of " problem-posing " in non-traditional problem types appropriately.Enrich the presentation of problem-solving in textbooks and develop the practical resources and materials for problem-solving in depth.The compilation of problem-solving in textbooks should highlight students' subjectivity.