Research On New Teaching Strategy Of "Liu-he Questions And Problem Driven" For Junior High School Mathematics

The 2011 edition of Compulsory Education Mathematics Curriculum Standard puts forward the basic idea of curriculum: “Mathematics classroom teaching should stimulate students’ interest,arouse students’ enthusiasm,stimulate students’ mathematical thinking,and encourage students’ creative thinking.”In order to practice the idea of the new curriculum standard,questioning teaching,as one of the effective classroom teaching methods,is not only paid more and more attention by mathematics education researchers,but also adopted by many front-line mathematics teachers.But there are still some mathematics teachers who stick to the traditional and backward teaching methods,specifically as follows: teachers teach students to learn,teachers read key notes to students,teachers arrange exercises for students to practice.Especially in the classroom teaching of new mathematics teaching,in order to pursue the so-called“teaching efficiency”,teachers often neglect the background and formation process of new knowledge,dilute the understanding of the essence of new knowledge,pay no attention to ideological methods in the process of using new knowledge,pay no attention to classroom questioning or teachers’ single way of asking questions,problem design is too arbitrary,lack of hierarchy and strategy.In the long run,it will lead to students’ narrow independent thinking,weak sense of cooperation,low participation in the classroom,and decreased enthusiasm and initiative in learning.Therefore,the questioning in mathematics classroom teaching should start from the law of students’ cognitive development,embody the origin and development of knowledge,implement the students’ principal position,and play the leading role of teachers.This paper based on Professor Ying Zhou’s view,“Liu-he”,establishes “Liu-he and interaction” cognitive methodology in middle school mathematic proposition teaching.The teaching strategy of this model centers on Problem-driven,emphasizing the continuity of teaching,students’ participation as well as diversity of variant."Liu-he" are as follows: “where does it come from”,“what is it”,“what are the connections between it and knowledge learned before”,“how to prove and apply it”,“what will happen if the conditions are changed” and“what can be learned from it”.Based on the law of students’ cognitive development and the emergence and growth of new knowledge,and around the "Liu-he" carefully designed problems,adhere to the teaching principles of student-centered,teacher-led and problem-oriented,inspire students to actively think,actively explore and cooperate in learning,and pay attention to the coherence of classroom teaching,divergence of variants and students’ participation.This strategy also guides students to preview and review before and after class according to “Liu-he”,which is helpful for students to develop good habits of preview and review.This study combines theory with practice,and combines quantitative research with qualitative research.Firstly,the content,ideas,methods and significance of the research are defined based on the viewpoint of “Problem-driven of Liu-he”,and then the key concepts involved in the new teaching strategy of “Problem-driven of Liu-he” are defined;Subsequently,the research results on “Liu-he” teaching and “Problem-Driven” teaching at home and abroad are sorted out.Then,drawing on the relevant theories of pedagogy and psychology,it puts forward the principles and strategies of “Problem-driven of Liu-he” on New Teaching Strategies of Junior High School Mathematics.According to the established teaching principles and strategies,it carries out teaching experiments and surveys on Junior high school students,collects teaching cases and experimental data.Through the analysis of the experimental data by SPSS16.0statistical software,it is concluded that the new teaching strategy of “Problem-driven of Liu-he”in junior high school mathematics has a good promoting effect on students’ mathematics learning achievement and can improve their ability of asking questions and reflecting on mathematics learning.After that,it summarizes and reflects on the research,pointing out the shortcomings and the areas to be developed.The innovation of the research lies in the construction of a new teaching strategy of junior high school mathematics “Problem-driven of Liu-he” to provide theoretical reference for teachers’ effective teaching and students’ efficient learning.Through data analysis,the following conclusions can be drawn:(1)The “Problem-driven of Liu-he” of junior high school mathematics has a very good role in promoting students’ mathematics achievement;(2)The “Problem-driven of Liu-he” of junior high school mathematics can improve students’ problem-solving ability;(3)The “Problem-driven of Liu-he” of junior high school mathematics can improve students’ reflective ability.