Research On Classroom Teaching Strategies For Cultivating The Mathematics Problem Consciousness Of The Junior High School Students

With the rapid development of the information age,the country's demand for innovative talents is increasingly urgent.Innovation stems from problems,and problem awareness is the thinking power of innovative talents,The cultivation of students' problem awareness has gradually become the focus of educational tendencies."The problem is the heart of mathematics",Mathematics has outstanding advantages in cultivating students' problem awareness,but under the baton of "promotion rate",Teachers focus on cultivating students 'ability to "learn answers" rather than "learning",which weakens the advantage of cultivating students' problem awareness in the mathematics classroom.Based on this,this study is based on the appeal to improve the current situation of junior high school students' awareness of mathematical problems,It is of theoretical value and practical significance to propose classroom teaching strategies for cultivating junior middle school students' awareness of mathematical problems.The thesis follows the basic position of combining theory and practice,The three methods of literature research,questionnaire survey and interview are used.First,on the basis of sorting out the relevant literature,a student questionnaire was compiled around the status of junior middle school students 'mathematics problem awareness and the factors that affect students' problem awareness;Secondly,230 students from the first grade of S Middle School in Z District of Yantai City were selected as the subjects of investigation.Collect survey data,Handle and analyze the current situation of junior middle school students 'mathematics problem awareness and the student and teacher factors that affect students' problem awareness in order to propose more targeted classroom teaching strategies.Through research,the junior middle school students 'awareness of mathematical problems is weak,and the cultivation of students' problem awareness has not been fully paid attention to.The student factors causing this phenomenon are: learning interest,thinking,student psychology,questioning skills;teacher factors include: teaching concepts,teaching methods,teaching attitudes.Based on the above factors,combined with the advantages of problem-driven teaching methods,the following classroom teaching strategies are proposed:First,mathematics classes should flexibly createproblem situations to stimulate students' interest in mathematics learning;Second,design the questions to be explored in the class into a more logical question chain,drive students to think deeply,and strengthen students' awareness of questions;Third,students are encouraged to question others.It is necessary to create a harmonious classroom atmosphere,highlight the student's dominant position,make students dare to question and dare to ask questions,and teach students the skills to ask questions,so that students will question and ask questions;Fourth,guide students to solve problems and regard students as the main body of knowledge construction.It is necessary to provide students with opportunities for group exchanges and discussions,as well as to optimize the evaluation language for students 'differences and increase students' confidence in solving problems.The strategies mentioned are combined with classroom examples.