Problem-driven Plural Number Teaching Experiment And Teaching Effectiveness Research

The complex numbers not only has great historical significance in the history of mathematics development,but also has a great influence in scientific epistemology and methodology,and they have extensive application in modern science and technology.The students in the high school should pass the college entrance examination.So the teachers only explain the algebraic form content in the textbook,and guide students to the knowledge and application of the concept of complex numbers and its arithmetic machinery.This masks the origin problem of complex concepts and complex operations,which is not conducive to complex numbers and the mathematical nature of its operations.Recently,the researchers have improved the teaching methods,and the history of mathematics in the teaching content has increased.However,the quadratic equation or the cubic equation solution is not the original problem of the complex numbers generation,and does not touch the nature of complex numbers.Li Yi consides that problem-driven teaching can promote the students' thinking.Yang Yudong believes that it is necessary to find the original problem and avoid excessively repeating low-level problems.“Low-level problem-solving training dampens student learning interest.Problem-driven teaching enables students to understand the nature of complex numbers,to inspire students to think,and to improve student participation,which requires teaching experiments and effectiveness studies.Based on Lu Jianchuan's reconstruction of the complex numbers' teaching content and the theory of meaningful reception learning,this study improves the teaching design,and conducts teaching experiments to study the effectiveness of complex numbers teaching based on the original problem.After teaching experiments,instructors and assessment teachers generally recognize that problem-driven help for students to understand the essence of complex numbers.The results of the questionnaire and tests indicate that problem-driven teaching also has a certain role in promoting students' participation and the effect of meaningful reception learning.