Research On Problem Solving Theory Literacy Of High School Mathematics Teachers

From the perspective of mathematics teaching and learning,solving problems is the most important task of mathematics teaching.In 1997,the American Mathematical Steering Committee announced: "The fundamental purpose of learning mathematics is to learn to solve problems." Since the development of Polya's problem solving theory was universally recognized in the world,mathematics education in China has also obtained a large number of mathematical problem solving theories.China is a big country in problem solving.Under the influence of the college entrance examination,mathematics teachers are more concerned with the mastery of mathematical problemsolving techniques and neglect the cultivation of students' mathematical problemsolving thinking.This article mainly studies the mathematics problem solving theory literacy level of the senior high school mathematics teacher and the factors that affect the high school mathematics teacher problem solving theory literacy level,and finally provides the corresponding countermeasures for improving the teacher's problem solving theory literacy.This article summarizes some of the important problem-solving theories at home and abroad,and understands the current status of domestic problem-solving theories.Through questionnaires and interviews,this article analyzes the theoretical literacy level of mathematics teachers in high schools and the theoretical literacy that affects teachers' problem solving.major factor.Research results:(1)The teacher's mathematical problem-solving strategies generally have a good grasp.Teachers have good mastery of mathematics induction and construction methods,poor mastery of anti-evidence methods and conversion methods,and general mastery of the remaining problem-solving strategies.(2)Among the four steps for the teacher to solve the problem,the plan is the most error-prone and it is easy to overlook the summary review.(3)According to questionnaires and interviews,the factors influencing the literacy level of high school mathematics teachers in solving problems are: academic factors,time factors,lack of self-learning awareness and examination-oriented education factors.For the influencing factors,suitable suggestions were made to improve the theoretical literacy of high school mathematics teachers.