Research On Cases Of Mathematics Exercise Teaching In High School Based On Problem Posing

“The best way to learn is for students to find out for themselves,”said George Pólya,a math educator,“Because this kind of discovery is the best way to understand the nature of things.”Problem posing is the best way for students to find out for themselves.This paper focuses on the problem-based exercise teaching,and mainly studies three questions: whether the problem-based exercise teaching is necessary,how to carry out the problem-based exercise teaching,and what is the teaching effect of the problem-based exercise.The concrete research process and the result are as follows.First,investigate the current situation of high school students' problem solving.After analysis,it is found that the number of math problems that students have to do every day is large,they try to improve their grades by brushing the problems,and their daily math study task is heavy,the problem-solving behavior has not really trained the thinking and promoted the mathematics accomplishment,the quality of the problem-solving needs to be improved,the study result is not good because of the heavy academic burden,causes the student's mathematics study interest to be low,and the study habit also needs to be standardized.Therefore,we need to explore ways to improve the efficiency of problem-solving.Then,carry on the exercise teaching that the problem puts forward.First,on the basis of the research results of others,the problem-based exercise teaching model is constructed,compile the teaching design of three exercise classes--new knowledge consolidation class basic inequality,method refinement class permutation and combination,review the conic section class,and then according to the degree of difficulty of the subject,from easy to difficult implementation of teaching,finally,teaching reflection.Final,the analysis frame is constructed and the students' questions are evaluated.The findings are as follows: first,the students can ask questions,the consciousness of asking questions is enhanced,but the ability of asking questions is weak;third,students' question performance is positively correlated with students' knowledge structure,problem-solving experience and learning ability.At the same time,interview the students' attitude to the teaching and learning methods proposed by the questions.The findings are as follows: first,the students' cognition of mathematical problems is better;the second the students' interest and emotional experience of mathematical problems are more active;third,the habit of questioning needs deliberate training,professional guidance,experience accumulation and the acquisition of problem-posing strategies and methods.