A Case Study On The Consistency Between The KCS Of A Senior Middle School Mathematics Teacher And The Student's Problem-solving Ability

In recent years,with the continuous progress of the new curriculum reform,effective teaching has gradually become the focus of teachers.Teachers also agree that to improve the effectiveness of teaching,we must pay attention to the analysis of the students.High school mathematics is an important part of the teaching work,is the most logical and abstract course in the teaching system.Because of the complexity of the course,students can not build effective cognition and understanding,which leads to weak problem-solving ability.The investigation and Research on the students’ problem-solving ability is relatively mature,but there is little research on the consistency between the students’ actual problem-solving level and the teachers’ prediction level.Therefore,this paper studies this problem,taking seven mathematics teachers and 284 students in a middle school of Liaoning Province as subjects,mainly to study the current situation of teachers’ prediction of students’ problem-solving level,and explores the factors that affect teachers’ prediction.This paper adopts the methods of classroom observation,literature,questionnaire and interview.The whole research process includes four parts:(1)Through the method of classroom observation,the level of students’ ability to solve mathematics problems and teachers’ understanding of students’ ability to solve mathematics problems are preliminarily predicted,and the outline of students’ test questions and teachers’ interview is compiled.(2)Construct the standard to evaluate the level of problem-solving ability.(3)Based on the consistency analysis mode of SEC and some localization methods,a tool to measure the consistency between students’ actual problem-solving level and teachers’ prediction level is constructed.(4)The consistency p value of teachers’ KCS and students’ actual problem solving level is calculated by using the built consistency evaluation tool,and the data obtained is analyzed.The results show that: Teachers’ teaching age and whether to be a class teacher are the main factors affecting teachers’ KCS;middle-aged teachers’ lack of teaching reflection;teachers’ low accuracy in the prediction of derivative function module;young class teachers’ more accurate prediction of students’ error prone points;teachers’ completely unclear attitudetowards students’ mathematical problem-solving.