Research On Problem Driven Mathematics Teaching In Senior High School

The latest version of the mathematics curriculum standard for senior high schools clearly points out that the selection of appropriate problem situations is an important carrier to examine the core quality of mathematics.One of the basic ideas of mathematics teaching in senior high school is that we should take the development of students’ core quality as the guide,create appropriate teaching situations,inspire students to think,and guide students to grasp the essence of mathematics content.Under the appropriate problem driving,improve the students’ learning initiative and the effectiveness of mathematics learning.It is significant to study the implementation of problem driven teaching in high school mathematics from four aspects: the characteristics of mathematics,the latest curriculum standards and the requirements of concept teaching,and the requirements of unit teaching.The problem driven mathematics teaching has made a lot of achievements,but the literature on the problem driven teaching practice is not rich.However,how to carry out problem driven teaching in a hierarchical way and how to achieve the teaching effect are generally perplexed by front-line teachers.The key problems of this research mainly include the following three aspects: How about the teaching situation of problem driven conic unit? How to carry out problem driven teaching? What is the effect of problem driven teaching?This paper first analyzes and summarizes the existing achievements and theories of problem driven teaching and teaching effect evaluation,and defines relevant concepts.Through observation and teacher interview,we conducted a six week survey of the current situation of the problem driven classroom,classified and sorted out the problems found in the classroom and the puzzles raised in the teacher interview,and demonstrated the classroom practice process by taking the teaching of "ellipse and its standard equation" and unit exercise class as examples.After a one month teaching implementation of problem driven integration into the classroom,in order to verify the effect of obtaining the four bases,the elliptical,hyperbolic,and parabolic topics will be tested in the classroom after the completion of teaching,and the elliptical topic will be taken as an example to explain the embodiment of the four bases in the exercise and the score evaluation;In order to verify the achievement of the "four abilities" effect,the experimental method was used to compare the homework effect and unit exercise test between the experimental class and the control class;In order to verify the effect of developing core literacy,tutors with senior professional titles and 25 years of teaching experience are invited for evaluation;In order to verify the effectiveness of character and values,the interview method was used to interview 20 students in senior two who were engaged in problem driven teaching.After a lot of theoretical research,classroom observation,teacher interviews,and comparative tests,the research conclusions are as follows:Teachers do not understand problem driven teaching as well as they know,but they have a better acceptance of enriching new teaching methods to improve teaching quality and are willing to use problem driven teaching to design classroom teaching;At present,the application of problem driven teaching is less and unscientific,the frequency of application is not high,and the effect of application is not ideal.Most teachers are willing to try to change;Most teachers are not satisfied with the current teaching situation,and teachers have problems and confusion in problem design.The problems are divided into starting point problems,extending problems and refining problems.With the teaching examples of "Ellipse and its Standard Equation" and unit exercise class,the problem driven teaching method is specifically described.With the help of the in-depth guidance of the problems,students are guided to explore knowledge while cultivating their four foundations,improving their four abilities,developing their core literacy,forming their character and values,and exercising their thinking and expression abilities.Through the classroom quiz after the completion of the three projects,it is found that this teaching practice has a good effect on obtaining the four bases;Through the comparative evaluation of the experimental class and the control class based on the problem driven homework design,implementation and effect,as well as the unit test scores,it is found that the teaching practice has a significant effect on improving the four abilities;By inviting expert tutors to listen to and evaluate the lessons,it is found that the tutors are satisfied with the problem driven classroom effect of the author;Through the analysis of the effect of character and values through student interviews,it is found that students generally like this teaching method which takes questions as clues and drives the classroom rhythm.This research is an effective exploration to enrich the problem driven teaching theory and a beneficial supplement to traditional teaching methods;The mathematics classroom of problem driven teaching helps to reveal the essence of mathematics and improve the level of students’ academic quality.In addition,the research results of problem driven teaching implementation provide a basis for effective teaching evaluation;The research process of problem driven teaching implementation provides teachers with a referential teaching research paradigm.