Research On The Teaching Mode Of Elementary School Mathematics Problem Solving Based On The Learning Pyramid Theory

Cultivating students 'problem-solving consciousness is an era requirement for innovative talents cultivation,and improving students' problem-solving ability is an important content of curriculum reform.However,the current situation of problem-solving teaching in elementary school mathematics classrooms is not optimistic.Problems such as problem situations deviating from real life and traditional teaching methods have hindered the development of students 'mathematical thinking,resulting in students lacking enthusiasm for learning,low learning efficiency,and inability to cultivate students' problem-solving ability.The research is based on the current state of problem-solving classroom teaching and is based on three active and participatory learning methods in the learning pyramid theory: "Discussion","Practice Doing" and "Teach Others".Under the guidance of the learning pyramid theory,construct a problem-solving teaching model,try to solve the main problems in current classroom teaching,respond to the demands of the times and curriculum reform requirements,and finally optimize the problem-solving classroom teaching effect,improve students' enthusiasm and participation,and improve their problem-solving skills and provide practical experience for implementing the learning pyramid theory in elementary school mathematics classroom teaching.The first part clarifies the origin and core concepts of the learning pyramid theory.Based on this,by analyzing the theoretical relationship between the learning pyramid theory and problem solving,it further clarifies the guiding significance of the learning pyramid theory to problem-solving teaching and provide theoretical support for constructing a problem-solving teaching model based on the learning pyramid theory.The organic integration of the three core concepts of "discussion","practice" and "teaching to others" in the learning pyramid theory and problem-solving classroom teaching is a positive attempt to cultivate students' ability to cooperate autonomously and improve their ability to solve problems.Creating a life-like problem situation with the help of the learning pyramid theory is conducive to stimulating students 'problem consciousness.Building a diversified teaching form based on the learning pyramid theory is conducive to mobilizing students' autonomy.Based on the study of the pyramid theory,the establishment of a diverse evaluation mechanism is conducive to promoting the all-round development of students.Before constructing a problem-solving teaching model based on the learning pyramid theory,based on the three dimensions of mathematics curriculum goals,students' cognitivedevelopment law,and classroom teaching structure characteristics,a feasibility analysis was made on the problem-solving teaching model based on the learning pyramid theory.Combining the general characteristics of the problem-solving teaching model.The design concept is clear that students are the main body and student activity is the carrier;students' questions are the starting point and problem-solving is the foothold;the problem-solving ability is the purpose and the active participatory learning is the means.Following the three basic principles of "integration," "cooperation," and "inspiringness," I tried to construct a primary-school mathematics problem-solving teaching model based on the learning pyramid theory and interpret its element structure and teaching procedures.Based on the problem-solving teaching model of the Learning Pyramid Theory,this study selected students of class three,grade four of Chengdu Q Elementary School as the research objects,and designed three rounds of four-week action research.In the three rounds of action research,the problem-solving teaching model of the Learning Pyramid Theory is continuously debugged.The problem-solving teaching model based on the learning pyramid theory originally conceived in the first round of action research is feasible,but it is necessary to improve students' learning initiative and enthusiasm,and cultivate their sense of problem,cooperation and self-reflection.The second round of action research further improved the feasibility of the problem-solving teaching model based on the learning pyramid theory by improving the problems in the first round of action.The third round of action research improved the problems in the first two rounds of action,finally verified the feasibility of the problem-solving teaching model based on the learning pyramid theory,and finally clarified the application effect,teaching process and implementation recommendations of the problem-solving teaching model based on the learning pyramid theory.After three rounds of action research,students' enthusiasm and autonomy for learning have been improved,and the effectiveness of the problem-solving teaching model based on the learning pyramid theory has been determined.At the application effect level,students' basic learning abilities have been developed,students have a more comprehensive grasp of the curriculum content system,and their learning methods have become more diverse.On this basis,the four major teaching procedures of "producing issues,asking questions,problem scenarios,analyzing problems,guiding exploration,trying to solve,revealing laws,and solving problems" were optimized and integrated.Summarized the suggestions for the implementation of the problem-solving teaching model based on the learning pyramid theory,clarified the basic requirements of the curriculum structure,curriculum content and applicable grades,the basic abilities of teachers and students,and a variety of classroom evaluation mechanisms.At the same time,there are still some problems in this study,such as the transcription error and incomplete analysis dimension of the teaching video.The application scope and evaluation standards of this model need to be further improved.