A Study On The Process Analysis And Training Strategies Of The Function Problem Solving In Senior One Students

In today's world where international competition is increasingly fierce,the rise and fall of governments and even enterprises all depend on the study,mastery and creative development and application of scientific and technological knowledge.Problem solving ability reflects this kind of social needs,but problem solving ability is not unique and must be formed through conscious learning and training.That is to say,school education must pay attention to cultivating students'ability to use what they have learned to solve problems.From the point of view of mathematics education,the ability to solve mathematical problems is an important symbol to reflect students'mathematical literacy,and guiding students to learn to solve mathematical problems is one of the important goals^[47]mathematics curriculum.At present,the students'consciousness of applying mathematics in our country is not strong and their creative ability is weak.Students often can not abstract practical problems into mathematical problems,and can not apply the mathematical knowledge they have learned to practical problems.Therefore,this study expects to be able to study the functional knowledge that senior one students are learning at the present stage from the relevant theory of problem solving and combined with specific teaching practice.To solve the following problems:what is the overall level of the problem solving ability of senior one students?What is the specific performance of students in the process of solving functional problems?What are the differences in students'performance in different classes and gender backgrounds?In order to solve the above problems,the author first consulted the relevant literature,with the help of Portia's problem-solving theory,determined the four stages of the problem-solving process in this study to clarify the problem,draw up a plan,implement a plan,review and reflect.Then,referring to Wartman's problem solving evaluation system,QUASAR paper and pen test scoring standard and SOLO classification evaluation standard,the four stages of problem solving are divided into six levels from high to low and given a score.Then,according to the students'scores,the four stages are divided into three levels:high,medium and low.Finally,the scores of each stage are added together to get the overall performance of the students.Through the investigation and analysis,the following conclusions are obtained:(1)the overall performance of the problem solving ability of the high school students is good,but the number of excellent students is only a few.(2)For the four stages of function problem solving,the students have the highest average score in the stage of understanding the problem,and the scores in the stage of drawing up the plan and implementing the plan are not different,but they are all higher than the stage of reviewing and reflecting.(3)In terms of gender,there is no significant difference in the ability of male and female students to solve functional problems.On the class side,however,the overall situation of the students in the straight(S)class is slightly better than that in the key(Z)class,both of which are significantly better than those in the ordinary(P)class.Based on the above research conclusions,the author gives the following training strategies:(1)abandon bad psychology,insist on reading questions accurately and improve the ability of examining questions.(2)consolidate subject knowledge,construct knowledge system,master problem solving strategies and enrich problem solving ideas.(3)develop good habits,avoid calculation errors and improve the ability to answer.(4)review the process of solving problems,compare the methods of solving problems,summarize the strategies of solving problems,and insist on reviewing and reflecting.