| "Problem-driven" teaching method is beneficial to improve students' problem awareness,practical ability and cultivate students' innovative spirit.This teaching mode is advocated in the wave of modern education reform.In the current middle school teaching,there is a fairly common problem,that is teachers still dominate the classroom,students are passively learning,and they have a sense of fatigue in mathematics learning,which makes the classroom teaching efficiency inefficient,the classroom atmosphere is not harmonious and students' enthusiasm not high.Therefore,using "problem-driven" teaching to promote effective teaching in mathematics classrooms and return the dominant position of the classroom to students,with students as the mainstay and timely guidance by teachers is a topic worthy of research.This paper mainly expounds the design and application of "problem-driven" teaching through case study,questionnaire survey and classroom factual record analysis.The article is divided into five parts.The first part clarifies the research background,research status at home and abroad,content and significance based on "problem-driven" teaching;The second part defines the related concepts of "problem-driven" teaching design and discusses in detail how to realize the problem-driven teaching in mathematics classroom.The third part makes a sample survey of 600 junior high school students in Yan'an Experimental Middle School,and selects 9 junior high school mathematics teachers to interview to find out what problems exist in the practical application of problem-driven teaching method.The fourth part studies the design of "problem-driven" teaching in junior high school mathematics according to the current situation of problem-driven implementation,which is mainly divided into the principles,characteristics,requirements and strategies of teaching design;And also lists two junior high school teaching cases,Namely,the teaching of "Trigonometric Function of Acute Angle" in the first volume of ninth grade of the People's Education Press and the teaching of "Squard Difference Formula" in the first volume of eighth grade of the People's Education Press,and draw conclusions and suggestions.Finally,summarize and reflect on this research,and point out deficiencies and areas for development.Through research and analysis,it is concluded that the reasonable use of problem-driven methods in mathematics teaching can make students' thinking progressively rise and develop and deepen in the continuous intellectual participation.Students have enough time for self-thinking,and their ability to think independently,innovation and personal hands-on skills will gradually increase in the long-term problem-driven teaching,which is conducive to the overall development of students and can also balance quality education and exam-oriented education.In addition,the application of problem-driven teaching method improves the requirements for teachers.Teachers need to summarize and analyze classroom teaching regularly,make up for the limitations of knowledge and subject literacy through long-term persistent study and reflection,and continue to improve and improve themselves;At the same time,in classroom teaching,teachers should carefully design problems,be good at guiding students,and gradually put forward questions suitable for their age and level of intellectual development,promote students to think actively,cultivate their problem awareness and logical thinking ability,and tap their potential. |
PDF Full Text Request