Research On The Current Situation Of Mathematics Problem Design In Junior Middle School Class Based On Basic Mathematics Ideas

According to the needs of the new curriculum reform,taking the implementation of students' mathematics core literacy as the ultimate goal of students' development,and the promotion of students' thinking development as the research goal.This paper takes the problems raised by teachers in junior middle school mathematics class as the research object and studies the design status of teachers' mathematics problems in the "one teacher,one excellent course".On the basis of the existing theories,the basic ideas of mathematics and the concepts of mathematics are sorted out.Based on these concepts and related literature,a class mathematics problem evaluation scale is compiled,and provincial and ministerial-level courses are selected on the platform of "one teacher,one excellent course".For example,according to the class mathematics problem evaluation scale to evaluate the selected class cases,to explore the design status of junior middle school mathematics class teachers' mathematical problems on the platform of "one teacher,one excellent course".The conclusions of this research are: the overall level of teacher math problem design is insufficient;from the longitudinal analysis,the teacher math problem design level has been improved year by year;from the horizontal analysis,there are differences in the teaching problems related to the basic ideas of mathematics in the three fields;from the inside of basic idea of mathematics,teachers are inadequate in developing students' reasonable reasoning.This study puts forward the following recommendations based on the research conclusions: teachers ought to strengthen the cultivation of students' logical reasoning ability;in the field of number and algebra,teachers ought to improve the level of mathematical problem design;education authorities ought to strengthen teacher training to help teachers perfect teaching.