Constructive Research On The Mathematical Problem Solving Teaching Mode Of“liu-he Questions And Three Changes”for Senior High School

In resent years,due to the prevalence of art test,the number of art candidates taking the college entrance examination has increased year by year.Art candidates’ mathematics scores in college entrance examinations have not been satisfactory,and they are a subject of dragging their legs.The main reasons for the poor mathematics performance of art candidates are as follows:first,Weak basic knowledge of mathematics and less learning time cause the low interest in learning,lack of self-confidence and poor problem-solving ability.Second,the mathematics teacher’s teaching method is single,with the theme of "sea tactics",see the topic,with the topic,not paying attention to cultivating students’ reflective ability.Third,the lack of communication between teacher-student and students,classroom interaction and low participation.In order to improve the mathematics scores of art candidates in college entrance examinations,we must pay attention to the teaching of mathematics problem solving.Through mathematical problem-solving activities,students can not only promote the understanding of mathematical concepts,but also enable students to continuously strengthen their mastery of thinking methods in this process.This is an effective means to improve students’ mathematical thinking ability.Therefore,the focus of this paper are how to solve the problems in the mathematics teaching of the candidates of the senior three art,play the theme of student learning,teaching students how to learn,strengthen students’ thinking and reflection,and improve teaching efficiency.Based on the teaching concept of“Liu-he”put forward by Zhou Ying,this paper construct the teaching mode of “Liu-he and Three Changes”in art students’ mathematics teaching in senior high school.“Liu-he”include “where”,“what”,“what different”,“how”,“what”,“what acquired”and “Three Changes”mean “Change the independence to the linkage,change the one-way to the two-way,change the solution to the guide”.This model takes the problem as the main line,students as the main body,teachers as the mainstay,change the teaching focus,follow the teaching veins“Liu-he” step by step,and grow continuously.This research uses a combination of theory and practice to conduct research,mainly in the following sections.First,based on the analysis of the current situation of the mathematics problem solving teaching of the senior high school art students,the purpose,content,ideas,and methods of the high school mathematics“Liu-he and Three Changes” problem solving teaching mode are clearly defined.And then defining the core concepts involved in the art students’ math“Liu-he and Three Changes”problem solving teaching model.Next,we will sort out relevant research at home and abroad.On the basis of this,we draw on relevant theories to construct a high school art sudents’ math“Liu-he and Three Changes” problem solving model.Then,based on the constructed teaching mode,we carry out teaching experiment activities,collect typical teaching examples and experimental data,and analyze with software.Then,through case study of students at all levels,it is concluded that the art students’ math“Liu-he and Three Changes” problem in high school solving teaching model not only improves students’ mathematics learning performance,but also improves students’ mathematics problem solving ability and mathematics reflection ability.Finally,we summarize and reflect,pointing out the shortcomings and prospects of the research.The innovation of this research is mainly to construct the teaching model of art students mathematics“Liu-he and Three Changes” problem solving in high school,and put forward the corresponding teaching strategies to provide a theoretical reference for improving the mathematics review efficiency of the candidates of the high school.