A Research Of Primary School Mathematics Teachers' Understanding Of PS And CPS And Their Teaching Implementation

"Problem Solving"(PS)refers to the ability of students to use new strategies and methods to seek answers to questions based on existing knowledge,skills,ideas,experiences,etc.in specific situations."Compulsory Education Mathematics Curriculum Standards(2011 Edition)" combines "problem solving" with knowledge and skills,mathematical thinking,and emotional attitudes as one of the four-dimensional goals.It includes the ability to discover,propose,analyze,and solve problems,and to cooperate with others to form Evaluation and reflective awareness."Collaborative Problem Solving"(CPS)refers to an individual's effective participation in a team of two or more members.By reaching consensus,seeking solutions,pooling knowledge,skills and actions within the group to achieve The solution,the ultimate ability to solve problems.The solution to cooperation problems is essentially a combination of cooperation ability and problem solving(capability).In2015,CPS was the focus of the PISA test implemented by the World Economic Cooperation Organization(OECD),and it was implemented worldwide.CPS capabilities have been valued at the international level.On September 24,2017,the "Opinions on Deepening the Reform of Education System and Mechanism" jointly issued by the General Office of the State Council and the General Office of the Central Committee of the Communist Party of China clearly clarified(the focus of future reforms is)"Cultivating four key factors including cooperation and innovation capabilities.ability".Studies in China have shown that the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" has intentionally infiltrated CPS,and the primary school mathematics teaching version of the textbooks also consciously present CPS,and even better presentation.Teachers are the key to the implementation of the curriculum.According to the curriculum theory of Goodlad,the teachers' understanding of PS and CPS and their implementation in the classroom will directly affect the achievement of the goals of the mathematics curriculum.In this context,the research on PS,CPS and teaching is of theoretical and practical significance.In this study,four mathematics teachers(hereinafter referred to as four sample teachers)from the G primary school in the provincial capital of H province were selected as the research object,and the research methods based on interview method,observation method,text analysis method,content analysis method and literature method were used.An empirical study was conducted at G Elementary School from September 2018 to January 2019.Firstly,according to the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)",the primary school mathematics teaching textbook andCPS related theories,we find out the content suitable for presenting CPS in the classroom,so as to determine the sample teachers and sample classrooms of the study.Then,interviews were conducted with four sample teachers to understand the understanding of primary school mathematics teachers on problem solving and cooperation problem solving.Secondly,the four sample teachers on the CPS content of the normal classroom(a total of 20 sections,hereinafter referred to as the sample teacher's sample classroom),using the "quantitative characterization,qualitative interpretation" method,using the PISA2015 assessment framework defined CPS assessment tools,in the classroom The quantitative analysis of the presentation of CPS seeks to find out whether primary school mathematics teachers have actually implemented problem solving and cooperation problem solving in the implementation of classroom teaching.Are the teacher's words and deeds consistent and influential factors? Finally,the students of the four sample teachers' teaching classes are divided into three grades: excellent grades,average grades,and poor grades.Each grade selects 4 students to form a group.A total of 12 groups conduct an oral test before and after the implementation of the teaching.To understand whether teachers understand CPS,whether the implementation of CPS has an impact on students' CPS ability in teacher implementation.It shows:1.As far as the sample teacher is concerned,before the class is implemented,the primary school mathematics teacher has a good understanding of PS,and the CPS is a general level of understanding.Four sample teachers all mentioned that “problem solving” is one of the four-dimensional goals in the “Standard 2011 Edition”,and regards PS as a capability and a good understanding of PS.None of the four sample teachers have heard the word "cooperation problem solving".The sample teacher 2 has a good understanding of CPS.The sample teacher 1 and the sample teacher 4 have a generally understood level of CPS.The sample teacher 3 has a poor understanding level.2.As far as the sample class is concerned,primary school mathematics teachers have a general effect of presenting CPS in the classroom(five levels only reach level three).Four sample teachers have a certain presentation on CPS in the classroom.Sample teacher 1 and sample teacher 2 have a good effect(at the "middle and upper level" level),sample teacher 3 and sample teacher 4 have a general effect(in the middle and lower Waiting for "level",which is generally moderate,that is,the effect is average.At the same time,there is a phenomenon in which teachers unconsciously present CPS and “inconsistent words and deeds”.3.Teachers' understanding of CPS is profound and effective in the classroom,and students' CPS ability will be effectively improved.The sample teacher 2 has a good understanding of CPS.In the process ofteaching implementation,the CPS presentation level of the sample teacher 1 teaching is better.At the same time,the students of the four sample teachers' coaching classes only have the CPS ability of the sample teacher 2 students.From this,it can be inferred that the teacher has a good understanding of CPS and is effectively implemented in the classroom,and the student's CPS ability will be effectively improved.Attribution analysis:There are many factors influencing teachers' understanding of CPS and classroom presentation:1."Problem Solving" is presented and clearly defined in "standard 2011 edition" and textbook,while "cooperative problem solving" is required in "standard 2011edition" and textbook,but it is not clearly stated.On the other hand,while in China "to further the reform of education system" in put forward "(training)cooperation ability(clear)",but the teachers of "cooperation" cognitive remain in "a way of learning and not rise is a kind of ability",this shows that teachers' lack of relevant national education policy study.2.Teachers lack the knowledge of relevant national education policies.Although China put forward the "clear requirement of(cultivating)cooperative ability" in the "deepening reform of educational system and mechanism",teachers' cognition of "cooperative ability" still stays in "a learning mode rather than ability".3.At present,students do not have the ability to solve cooperative problems,and a cooperative culture has not been formed.It takes sufficient time to solve cooperative problems.Suggestions for improvement:To improve teachers' understanding of CPS and classroom presentation,it is necessary to implement multiple aspects and multiple angles:1.Further clarify the curriculum standards and the portrayal of CPS in textbooks.2.Enhance teachers' understanding and grasp of CPS and improve their ability to implement mathematics curriculum.