The Practical Research Of Polya's Problem Solving Thought In Junior Middle School Mathematics Teaching ——Take The Third Year Exercises As An Example

Junior three students in compulsory education stage,mathematics as one of the core courses,it is extra important,students ' mathematics scores directly affect whether they can enter a key high school learning.In order to improve the students ' problem-solving speed,problem-solving accuracy,and to change the students ' bad habits in the process of problem-solving,so as to improve students ' mathematics achievement,we need a set of complete and effective educational thought theory and method to guide mathematics teaching.Polia believes that the focus of middle school mathematics education is to teach young people to think.Teachers should focus on cultivating students ' ability to analyze problems,and strive to stimulate students to find their own solutions,so as to fundamentally improve students ' ability to solve problems.In ' How to Solve Problems ',Polya divides the process of solving problems into four stages.In each stage,Polya puts forward specific tasks and has a positive effect on students ' problem solving.Exercise course is an indispensable part of mathematics course.It not only helps students to review the old knowledge more deeply,but also makes students gradually form and master various mathematical thinking rules and methods,so as to exercise students ' mathematical logic thinking more and improve students ' mathematical core literacy.This paper attempts to integrate Polya ' s problem-solving thought into the teaching of mathematics exercises in junior high school,and compares it with traditional teaching,and then gives specific teaching suggestions,so that students ' problem-solving habits and problem-solving strategies are improved,and students ' mathematics scores are improved.This paper selects two classes of Grade Three in a middle school in K city as the test subjects.Through classroom observation,teacher interviews and questionnaire survey,the author understands the problem-solving situation of students in Class 4 and Class 6(Class 4 and Class6 are selected as two parallel classes),so as to prepare for the next teaching experiment.The survey found that there was no significant difference in the overall problem-solving situation between the two classes,but the students had the following problems in the problem-solving process : 1 not good at thinking;2 the problem-solving process lacks logic;3 nonstandard answers;4 They do not like to check,reflect and summarize.On this basis,this paper selects Class 4 as the experimental class and Class 6 as the control class.That is,Class 4 integrates Polya ' s problem-solving thinking into teaching,and Class 6 adopts traditional teaching methods.The experimental period is one semester.After the experiment,the students in Class 4 and Class6 were given questionnaires again.The content of the questionnaire was the same as that before the experiment.The purpose was to analyze whether there was a difference in the problem solving between the two classes after the experiment,and the data were analyzed by SPSS software.The results showed that the students in the experimental class were easier to understand the meaning of the topic,excavate the hidden information in the problem stem,optimize the problem solving ideas,standardize the problem solving process,and be good at summarizing and thinking.Finally,this paper uses SPSS software to analyze the mathematical final scores of students in Class 4 and Class 6,and finds that the average scores of Class 4 are higher than those of Class 6.It can be seen that the integration of Polya ' s problem-solving thought into junior high school classroom teaching can make students ' problem-solving habits develop in the positive direction,optimize problem-solving ideas,improve students 'problem-solving ability,and further improve students ' mathematics scores.