Research On The Practical Teaching Of Mathematics Problem-structuring Activity In Senior High School

More and more attention has been paid to the cultivation of the ability to "problem-posing" from the education community.The new high school curriculum standard(2017 edition)proposes the "Four Capabilities" curriculum goal:to improve the ability to find and put forward problems from the mathematical perspective,and to analyze and solve problems.Chinese high school mathematics classroom teaching attaches great importance to the development of students' problem-solving abilities.Therefore,how to train the ability to students' problem-posing in high school mathematics classrooms has become a topic of concern for many educational scholars and teachers.Aiming at the cultivation of the ability to problem-posing,this research studies how to carry out the teaching of problem-structuring activity in high school mathematics teaching practice.This research is mainly guided by the "Four Capabilities",zone of proximal development,and the "Recreation".The research chooses the literature research method,questionnaire method,interview method,and case analysis method as the research methods.In this research,students whom were taught during the internship were selected as research objects.The research carried out the teaching of mathematics problem-structuring activities in senior high school,and studied the principles,methods and teaching mode of the problem-structuring activities.This research mainly obtained the following conclusions through questionnaire surveys,interviews and teaching practices:1.Students have a high interest in problem-structuring activities,but there is a large gap in the ability of the problem-structuring;The teacher has some teaching experience in problem-structuring activities,but the teaching of problem-structuring activity is still at a low level of application;The influencing factors of problem-structuring activity include students and teachers.2.The teaching of problem-structuring activity should be adjusted according to the teaching content and learning condition,and integrated into daily teaching;The teaching methods of problem-structuring activity should be catechetical method,varation-type teaching,group discussion;The principles of gradientness,encouragement and scientificity should be followed in the teaching of problem-structuring activity;The teaching mode of problem-structuring activity can be developed from three phases:problem-situation,problem-structuring and problem-evaluation.