Teaching Research On The Cultivation Of Junior Middle School Students’ Mathematical Problem Awareness From The Perspective Of "Problem Driven Method"

The Party’s twenty National Congress report pointed out that speed up the construction of national strategic talent force.History has proven that whoever has first-class innovative talents and first-class scientists will have an advantage in international competition.Therefore,it is necessary to innovate if we want to maintain our advantages.The cultivation of innovative talents should be implemented into education eventually,in the stage of basic education,we should attach importance to cultivating students’ innovative thinking.Innovative thinking comes from problem awareness.The basis of innovation is to raise questions.Without problems,there will be no innovation and no development.Innovative thinking comes from problem awareness.The basis of innovation is to raise questions.Without problems,there will be no innovation and no development.At the same time,Compulsory Education Mathematics Curriculum Standards(2022 edition)also requires teachers to pay attention to the cultivation of students’ problem awareness and ability.Therefore,at present,math teachers and educational researchers need to pay more attention to the cultivation of junior high school students’ awareness of math problems in math teaching,and adopt effective teaching methods to promote the improvement of junior middle school students’ awareness of mathematical problems.Among many teaching methods,the teaching idea of problem-driven method is very consistent with the goal of cultivating junior middle school students’ mathematical problem awareness,so it is feasible to use problem-driven method to cultivate junior middle school students’ mathematical problem awareness in mathematics teaching.The core issue of this study is: the teaching research on the cultivation of junior high school students’ mathematical problem awareness from the perspective of "problem driven method".According to the core issues,they are further divided into the following sub-issues:(1)A survey of junior middle school students’ awareness of mathematical problems in minority areas of G Province and interviews with teachers;(2)Research on the teaching strategy of mathematical problem awareness cultivation of junior middle school students from the perspective of "problem driven method";(3)Experimental research on the cultivation of junior middle school students’ mathematical problem awareness from the perspective of "problem driven method".This study mainly adopts literature research method,investigation method,experiment method and statistical analysis method.The main research tools are:(1)Questionnaire of junior high school students’ awareness of mathematical problems(volume A and B);(2)Teachers’ interview records of junior middle school students’ awareness training of mathematical problems;(3)Junior middle school students mathematical problem awareness post-test paper.Firstly,this study conducted a questionnaire survey on some junior middle school students of S middle school in minority area of G Province and interviewed several teachers to deeply understand the current situation and influencing factors of junior middle school students’ awareness of mathematical problems in rural schools.Then,combined with the results of literature research and investigation,based on the perspective of "problem-driven method",to carry out the research on the teaching strategy of cultivating junior middle school students’ awareness of mathematical problems and to carry out the phased teaching experiment research according to the proposed teaching strategy.The main conclusions of the study include:(1)At present,junior middle school students in rural schools generally have weak awareness of math problems.Students’ weak awareness of mathematical problems is mainly reflected in their weak awareness and ability to find and put forward mathematical problems,among which there are significant differences in the awareness of mathematical problems of students in different grades;There is no significant difference in mathematical problem consciousness among different genders;The better the math performance of students,often the stronger the awareness of math problems.(2)Factors affecting junior middle school students’ awareness of mathematical problems include teacher factors,student factors,learning atmosphere and educational evaluation methods.Teacher factors include teachers’ educational concepts and teaching methods;Student factors are mainly reflected in students’ psychological factors and mathematical knowledge base;The learning atmosphere includes the questioning atmosphere of the class or school;At the same time,the current educational evaluation more inclined to academic evaluation will affect the development of students’ awareness of mathematical problems.(3)At present,teachers recognize the value of cultivating awareness of mathematical problems,but lack of scientific systematic training strategies.Although teachers generally recognize the value of cultivating junior middle school students’ awareness of math problems for both teachers and students,there is no scientific and effective training strategy implemented into teaching practice.(4)From the perspective of "problem driven method",the teaching strategy of junior high school students’ mathematical problem awareness training can effectively stimulate students’ mathematical problem awareness.Through phased teaching experiments,after the teaching intervention of the experimental class in teaching,the experimental class whose original math problem awareness and math performance are relatively backward has significantly higher score in the post-test math problem awareness than the control class,and the score in the post-test math is also slightly better than the control class.The research highlights are as follows:(1)Based on the perspective of "problem driven method",this paper puts forward targeted teaching strategies to cultivate junior middle school students’ mathematical problem awareness;(2)In the aspect of investigation and research,diversified investigation methods make the current situation of junior middle school students’ awareness of mathematical problems in rural schools have a more comprehensive understanding;(3)Staged teaching experiments were carried out to verify the effectiveness of the proposed teaching strategies.