Research On Data-driven Teaching Optimization Of Problem-solving Ability

Problem solving ability is an important human ability that plays an indispensable role in people’s learning,work,and daily life.With the development of current society,problem-solving ability has become a new requirement for talent cultivation.The 21st century learning framework of the United States,as well as China’s "National Medium and Long Term Education Reform and Development Plan Outline(2010-2020)" and "Core Literacy Development of Chinese Students"frameworks,have made clear requirements for problem-solving ability.Therefore,how to cultivate and enhance students’ problem-solving abilities has become an urgent issue to be addressed in educational reform.However,there are still many problems in cultivating students’problem-solving abilities in China at present.Nowadays,humanity has officially entered the era of big data from the information age.As a new strategic asset and scientific force that changes the world,big data has quickly integrated into the education industry.With the widespread application of information technology in the education system and the continuous promotion of the National Education Informatization Action Plan,various information environments and digital learning platforms have gradually emerged in various schools at all levels,resulting in the emergence of education big data.Teachers can access various types of student behavior data every day,prompting them to shift from traditional experiential teaching to data-driven teaching.The theory and methods of data-driven teaching provide new ideas for cultivating problem-solving abilities and teaching.Based on this,this study constructed a data-driven teaching improvement model and developed a data-driven teaching improvement plan to guide teachers in optimizing and improving problem-solving teaching practices.This research mainly adopts four research methods:literature research,interview,action research and questionnaire survey.Firstly,through literature research,the current research status of problem-solving ability and data-driven teaching is summarized.A framework for evaluating problem-solving ability is constructed,and relevant theories and models of data-driven teaching are organized.Based on existing research,a localized data-driven teaching improvement model and plan are constructed.Then the interview method was used to interview teachers to gain an in-depth understanding of the current situation of problem solving ability teaching in schools.On this basis,the action research method is used to carry out data-driven problem-solving teaching improvement practice.Through practice,various student data are used to continuously improve teachers’ teaching strategies and methods,optimize teachers’ teaching,and improve students’problem-solving ability.During and after the data-driven teaching process,a questionnaire survey method is used to investigate the level of students’problem-solving ability,in order to explore the trend of changes in students’ problem-solving ability.The research results of this study are as follows:(1)A framework for evaluating students’ problem-solving ability was constructed.This study clarified the connotation,constituent elements,and dimensions of problem-solving ability,and constructed a framework for evaluating students’ problem-solving ability.This evaluation framework has important theoretical guidance significance for the design and development of problem solving ability survey questionnaires,test questions,and classroom observation scales in this study.(2)We have constructed a data-driven teaching improvement model and plan.The model and solution constructed in this study have been validated in practice and can guide teachers in optimizing and improving data-driven problem-solving teaching.