Research On The Obstacles And Strategies Of High School Students To Solve The Problem Of Ill Structur

The type of questions in the new college entrance examination paper in 2020 has changed,with the addition of ill-structural questions,which is a major step forward in the college entrance examination reform.To increase the number of open questions is also the trend in the future college entrance examination.The solution of ill-structural problems can better cultivate students' ability to solve practical problems,form advanced knowledge,promote the development of mathematical thinking,and evoke students' sense of innovation.In the current practical teaching,students are more often exposed to closed problems,and the empirical research on the barriers to high school students' thinking in solving ill-structured problems needs to be carried out,and the teaching strategies for high school students to solve such problems need to be clarified accordingly.This paper studies the thinking barriers and strategies of high school students in solving ill-structured problems in the new era,mainly using the literature method,case study method,and oral report method.Firstly,we clarify the current research status and theoretical support of ill-structural problems and problem-solving through literature review and theoretical study,Then,we statistically analyze the number and characteristics of structural problems in the People's education version A of high school mathematics textbooks and summarize the educational value of ill-structural problems,Thirdly,we use the classification of thinking barriers and problem-solving barriers under the guidance of SOLO classification theory as the coding principle,to categorize different types of illstructural problems for outstanding students close to the score limit,And the statistical analysis of the thinking barriers of ill-structural problems of different types is conducted.The study is supplemented by oral reports,and the qualitative and quantitative studies are combined to comprehensively reflect the differences in students' thinking barriers and problem-solving strategies in the process of solving ill-structural problems.Finally,according to the results of the study,the causes of different types of illstructured problems are analyzed and several strategies for teaching ill-structured problems are proposed as follous keyword association strategy and variation strategy can be used in condition-open ill-structured problems.In the strategy-open ill-structured problems,the analogy strategy and multiple representations strategy can be used;In the conclusion-open ill-structured problems,the problem identification strategy and classification solution strategy can be used;In the context-open ill-structured problems,the multidimensional learning strategy and the construction of context-open classroom can be used,And the effectiveness of the strategies is initially verified through practice.