In-depth Teaching Of “Problem Solving” In Elementary School Mathematics

September 2017,the State Council issued the Opinions on Deepening the Reform of Education System and Mechanism,which clearly emphasizes the development of students’ core literacy and key competencies,the implementation of quality education,and the implementation of the fundamental task of establishing moral education,which has set off a boom in the reform of education and teaching practices since then.However,looking at the elementary school mathematics classroom,surface teaching,superficial teaching and performance teaching are still very common.In view of the limitations of the current technocratic orientation of teaching change,Professor Guo Yuanxiang of Huazhong Normal University proposed the concept of “deep teaching”,which reconstructs the teaching values,knowledge and learning,and goes beyond the“shallow” teaching of symbolic knowledge.It provides a new perspective and direction for teaching practice.“Problem solving” has an important position in elementary school mathematics teaching,and the contents of the teaching materials are used throughout the learning process,and one of the objectives of the curriculum is to develop students’ ability to ask questions,find problems,analyze problems and solve problems.Therefore,how to effectively improve the quality of problem solving teaching in elementary school mathematics has become a topic worthy of in-depth discussion.The study is of great theoretical and practical significance.This study first clarifies the connotation,characteristics,and theoretical basis of deep teaching,clarifies the meaning of “problem solving” deep teaching in elementary school mathematics,analyzes the inner connection between deep teaching and “problem solving” in elementary school mathematics,and explores the meaning of “problem solving” deep teaching in elementary school.The meaning of “problem solving” is to promote teachers’ professional ability,improve the quality of “problem solving”teaching,and develop students’ multifaceted literacy.Secondly,through the description and analysis of the real “problem solving” classroom teaching process,the ideal model of “problem solving” deep teaching is outlined based on the classic classical case of“Decimal Division” taught by Wu Zhengxian,a special grade teacher,including The five aspects of problem-solving teaching are: teaching objectives that promote students’ literacy development,teaching contents with depth and relevance,teaching process that reflects contextuality and inquiry,teaching method with multiple dialogues and two-way interaction,and problem-oriented teaching strategies.Based on the concept of in-depth teaching,the current situation of “problem solving” teaching in elementary school mathematics was examined by combining interviews,classroom observation and case study method,and the problems of“problem solving” in elementary school mathematics were found to exist.In the teaching process,the single classroom model lacks openness and generativity;in the teaching content,the lack of connection,lack of connection with students’ knowledge and experience;in the teaching dialogue,the one-way injection,lack of high-quality guidance and evaluation.The reasons for this are that teachers do not know enough about the nature of “problem solving”,they are not aware of the need to update their teaching philosophy,their professionalism in mathematics is lacking,and the way students are evaluated is biased in four aspects.In view of the current situation of“problem solving” teaching in elementary school mathematics,we suggest three dimensions of implementation: in-depth study of teaching contents,closely related to students’ experience;in-depth teaching process,guiding students’ deep learning;in-depth leading students’ reflection,implementing core mathematical literacy.