Research On Problem Based Learning Teaching Of Quadratic Function In Junior High School

Function is one of the most core contents in middle school mathematics,and quadratic function has very important position in the function.It is not only the focus and difficulty of mathematics learning in junior high school,but also the basis of function learning in high school.Although the quadratic function has been valued in current mathematics teaching,however,due to its own abstraction and the limitation of the thinking level of junior high school students,students' learning of the quadratic function is not ideal,and in this case,part of the students have a psychological rejection of learning quadratic function.Therefore,it is urgent to improve the enthusiasm of students to learn quadratic function and make them learn quadratic function well.PBL teaching mode emphasizes taking students as the main body,starting from the situation with realistic situations,and conducting cooperative explorations around problems.This paper adopts research methods such as literature method,questionnaire survey method,case study method and interview method,taking XX Middle School in TX as an example,it researches the application of PBL teaching mode to the teaching of the secondary function of junior middle school mathematics.Firstly,the existing research results were sorted out by referring to literature,explain the theoretical basis of the PBL teaching model,outline the connotation,characteristics and PBL teaching process of the PBL,andsummarize the research status of the PBL teaching method at home and abroad;secondly,analyze the teaching materials,students' situation,and teaching goals,and combine the above analysis to complete two junior high school mathematics quadratic function teaching designs based on the PBL teaching model;then,carry out teaching experiments,through observational method to compare students' classroom performance before and after the experiment,the test paper is used to detect whether there is a significant change in students' performance before and after the experiment,the questionnaire was used to compare the changes in students' learning emotional attitude before and after the experiment,and the changes in students' learning interest,learning initiative,learning cooperation ability,and students' attitude towards traditional teaching mode and PBL teaching mode were explored in depth;finally,draw a conclusion according to the above exploration.The study concluded:(1)PBL teaching method can promote classroom teaching;(2)PBL teaching method can increase students' interest in learning mathematics;(3)PBL teaching method can improve students' learning initiative;(4)PBL teaching method can improve students' cooperative learning ability.There are still some shortcomings in the research of this paper,and the follow-up research is prospected for the shortcomings,hoping to have a certain guiding significance for the front-line teachers.