Investigation And Research On Problem-solving Teaching Of Newly Recruited Junior Middle School Mathematics Teachers

Problem solving teaching is an important work in middle school mathematics teaching.It is a basic task of middle school mathematics teaching to cultivate students' good mathematical problem solving ability.Junior high school is an important stage for the development of students' mathematical thinking ability.The quality of mathematics problem solving teaching of new junior middle school mathematics teachers has a direct impact on the development of junior middle school students' mathematical problem-solving ability.The new junior middle school mathematics teachers often reflect the problem solving teaching effect is not good,explain many times,students will not do the problem,and a teaching weakness can be produced over time.Through consulting the literature about problem solving,teaching and the development of new entry teachers,it is found that there are many researches on mathematics problem solving and new entry teachers' professional development,but there are few literatures about problem-solving teaching of new entry mathematics teachers.Therefore,the teaching level and characteristics of survey of new recruits to the junior middle school mathematics teacher about problem solving,study new recruits junior middle school mathematics teachers' problem solving teaching are the specific reasons for difficulties,puts forward the improvement strategy of newly recruited junior middle school mathematics teachers to solve the problem of teaching effect,both the increase of new recruits of junior high school mathematics teachers' teaching ability is perfect the entry of mathematics teachers development theory is an important task of practical and theory.This paper first describes the background of the problem,the previous studies were reviewed and reflection,illustrates the main problems and the research significance and methods;secondly,from the definition,characteristics and classification of mathematical problems,and new teachers for the definition and characteristics are described;then,using the method of interview survey of new the entry of junior high school mathematics problem solving teaching situation,combined with the observation of the lectures,in the light of the characteristics of teaching,explores the new recruits to the junior middle school mathematics teacher problem solving teaching difficulties;finally,aiming at the reasons given to improve the newly recruited junior middle school mathematics teachers to solve the problem of the basic requirement of teaching and specific guidance method,and on the cultivation of middle school mathematics teachers and puts forward some suggestions,combined with teaching suggestions are given in this paper.This paper gives a teaching case and carries out a teaching experiment.Through the investigation on new recruits to the junior middle school mathematics teacher,summed up the newly recruited junior middle school mathematics teachers to solve the problem of teaching methods and knowledge reserve,teaching methods,problems,requirements for the students,reflection summarized the characteristics of the five aspects of the new entry for the junior middle school mathematics teachers of mathematics problem solving teaching and knowledge the reserve is not enough,and most of the new recruits to the junior middle school mathematics teachers are not familiar with how to effectively improve the teaching effect of problem solving teaching methods;teachers in using more speaker teaching methods,students are less,and in the practical teaching process,most of the new recruits to the junior middle school mathematics teachers' teaching can not be implemented in accordance with the ideal the teaching mode,and there is a big gap between the ideal step and there are many omissions,practical to solve the actual problems in the poor;In the teaching of new problem for students in vocational junior middle school mathematics teachers and students in the face of repeated explanation,proposed a reference answer has different methods,most new teachers will listen patiently and reasonable method to solve the problem of the students;the teaching process,the new entry requirements for the junior middle school mathematics teachers the students are too general,low standard,detailed requirement is less,and to solve problems in teaching after the completion of the new entry requirements for students of junior middle school mathematics teachers' subsequent learning less,can do hierarchical request new teachers rarely;after the problem solving teaching,problem-solving teaching into new teachers to reflect on their own less the new teachers and students to appear more generalization and adjust teaching,but less.Through the comparison with the problem solving teaching of the expert teacher,this paper draws the reasons for the problems of solving the difficulties in the new junior middle school mathematics teachers' problems,which are: the new teaching process design is simple,the teaching method is single,the new teachers' teaching design is not fully implemented and the analysis topic is ignored;the new entry teacher is a new entry teacher.There is little or no time for students to think about the problem;the new entry teachers have low requirements for the students to solve the problem,and they are not easy to test and implement.The new introvert teachers have little reflection on the problem solving teaching and do not adjust the teaching in time.According to the reasons,this paper puts forward suggestions: First,when preparing lessons,teachers need to design problems and solve the teaching process.Second,in preparing lessons,teachers need to choose the corresponding teaching methods according to the type of curriculum: in the new teaching teaching,teachers need to reserve more time to give students.In the teaching of exercises,teachers need to actively guide students to analyze and standardize the steps.In the review course,teachers need to guide students to cooperate and study.In summary,methods;papers in teaching,teachers need according to the students to answer the case teaching method according to classification.Third,in teaching,teachers need to guide students to analyze the problem: teachers need to guide students to clear the problem conditions and goals;teachers need to guide the students to mark key information;teachers need to guide the students to dig out the hidden information in the problem;teachers need to guide students to simplify the problem.Fourth,teachers need to give appropriate thinking time according to their learning conditions.Fifth,teachers need to formulate specific problem-solving guidance requirements to standardize students' problem-solving process.Sixth,teachers need to reflect more and adjust teaching.