| National education development "thirteen five" plan to deepen the education reform,cultivate innovative interests and scientific literacy.The specific curriculum objectives of"Specific high school mathematics curriculum standards" are: "Through the study of high school mathematics courses,improve students 'ability to propose,analyze and solve problems,the ability of mathematical expression and communication,develop the ability to acquire independent mathematical knowledge and improve students' interest in learning mathematics,and establish the confidence of learning mathematics.In order to better achieve the current curriculum and education reform and development requirements,I believe that it is necessary to creatively track the study and problem-solving teaching together.Therefore,the current curriculum under the track to try to solve the teaching model in high school mathematics teaching is effective and become the research direction of this article.This paper is divided into five parts:In the first part,according to the continuous development of mathematics curriculum reform in ordinary high schools,the problems and the basic concepts of basic high school mathematics curriculum and the theory and practice of "tracked target teaching" are put forward,and the research problem of this subject is determined,specific performance as follows: First,how to apply the track to try to solve the problem of teaching in the current curriculum standards;Second,what teaching strategies should be taken when the track to try to solve the problem of teaching is applied;Third,whether the track to try to solve the teaching model in high school mathematics teaching is effective? Such as what are the impacts on the ability of high school students to learn mathematics,analyze problems and solve problems,the ability of autonomous learning and independent exploration,cooperation and questioning,the ability to criticize,mathematical achievements and so on.The research methods of this subject are literature research method,experimental research method and investigation method.This paper expounds the current research status by reviewing the domestic and foreign literature on the teaching of the track and the solution of the problem solving.In the second part,the track to solve the problem of teaching is theoretically analyzed,first of all,the concept of "track attempt","problem","track problem","problem solving","problem solving teaching","track problem solving" is defined."Track to try the problem","track try to solve the problem of teaching" is the new concept in this article,based on predecessors on the track attempt and problem-solving research,the author defines it in this paper,the problem ofdefining the question of track as a question in order to try to learn the outline is reflected in the study of the material in the track,the process of the formation of the knowledge,to the students in the form of questions,so that students have the steps,tracks and levels to complete.The author defines the question of the track problem-solving of teaching as based on the track to try to learn materials,learning will be placed in a meaningful problem situation,which will encourage students to think,through students' attempt,independent exploration,exchange discussion,teacher inspiration guide,they will have track and step to experience and feel the whole process of analyzing and solving the problem,so that each student will achieve the level of classroom teaching mode that the teaching objectives determined.Secondly,it expounds the theoretical basis,including the teaching of track problem-solving based on the constructivist teaching view,the teaching of track problem-solving based on the meta-cognitive theory,the teaching of track problem-solving based on the recent development zone theory,the teaching of track problem-solving based on the current curriculum standard theory.In the third part,the author makes the teaching analysis for the track problem-solving teaching mode of high school mathematics,puts forward the teaching process and the teaching strategy of the model,and gives the material case of the track to try to learn and the teaching process case.The teaching process mainly includes four steps: teachers create the situation,students independently explore the track to try the problem;students discuss and communicate,in-depth analysis of the track to try the problem;teachers inspire and guide students and implement the track to try questions;practice feedback,classroom summary.According to the steps in the teaching process,the relevant teaching strategies are put forward,which are as follows: the strategy of creating the problem situation;the strategy of training students to explore the track to try the problem independently;the strategy of organizing students to discuss and communicate,in-depth analyze the track to try the problem;the strategy of teachers' inspiration and guidance,and the implementation to the track to try questions;the strategy of practicing feedback and classroom summary.And the author selects the track to try to learn materials and teaching process of the third lesson in the parallel relationship of the "ordinary high school curriculum standard experimental textbook mathematics"(People's Publishing House)B version compulsory two 1.2.2 space as a case.In the fourth part,the author carries on the experimental research to the track problem-solving teaching mode of the high school mathematics.Convenient selection of Shandong Normal University High School of happiness Liu campus 2016 first grade two classes as the object of study,a class for the experimental class,a class for the control class.The average grade of the two classes in the mid-term examinations is basically the same,the average age andthe total number of the same.The experimental class uses the track problem-solving teaching mode,the control class adopts the traditional teaching mode.In the course of the experiment we should ensure that the starting point,teaching time,teaching tasks of the experimental class and the control class have the same amount of work,and all of the students attend classes normally,no absence and other unexpected circumstances.Controlling the impact of irrelevant variables to ensure that the two classes have a high degree of comparability.Experimental time is half a semester,the experimental materials are a track to try to learn materials and textbooks of "ordinary high school curriculum standard experimental textbook mathematics"(human education press)B version of compulsory two,the test materials are the first semester period and the final exam test volumes and the questionnaires before and after the experiment.The analysis of the results of the experiment are the analysis of the period and the final exam scores of the two classes by SPSS19.0 software respectively and the analysis of the two classes' questionnaire by SPSS19.0 software and Excel2010 software.The purpose is to understand whether the track problem-solving teaching mode in high school mathematics teaching is effective.In the fifth part,the research achievements and reflections on the teaching mode of the mathematical tracks in senior high school.The study draws the following conclusions: the track problem-solving teaching mode is possible to improve the mathematics achievement of high school students;it can develop students' activity and initiative to stimulate students' interest in learning;it's able to cultivate students' ability of self-learning and independent exploration;it's able to cultivate students' ability of cooperating and questioned criticism;it's able to develop students to analyze and solve problems.And the effect is very significant for which the teaching model can stimulate students to learn the interest of mathematics,therefore,the track problem-solving teaching model is effective in high school mathematics teaching,in line with the requirements of the current curriculum.And then combined with the research results and teaching reflection,the author of this study puts forward the lack of teaching and outlook. |
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