Countermeasures And Practical Research On The Cultivation Of Senior Middle School Mathematical Problem Solving Ability From The Perspective Of Authentic Learning

With the advent of the era of network information technology,society increasingly needs talents who can solve problems in the complex,changeable and uncertain real-world situations.However,the current subject teaching emphasizes the acquisition of knowledge and skills for examination,ignoring the relationship between school education and real life,so that students’ knowledge learning is separated from the real situation.In order to solve the contradiction between the actual educational value of the school and the actual demand for talents in society,it is necessary to cultivate students’ problem-solving ability in real life situations.Based on this background,this article starts from the authenticity learning theory,summarizes and summarizes the relevant concepts and research status of authenticity learning and problem-solving ability,explores the fit point of authenticity learning and problem-solving ability training,and seeks the perspective of authenticity learning.Strategies for cultivating high school math problem-solving ability under the domain.The thesis takes high school students and teachers of a middle school in Xuzhou as the research object,uses questionnaire survey and interview survey as the research method,adopts a combination of quantitative and qualitative analysis methods,investigates and analyzes the current situation of high school math problem-solving ability training.Research and investigation have shown that there are several problems in high school mathematics problem-solving ability training: difficulty in creating problem situations,poor understanding of students’ situations;heavy personal knowledge construction and neglect of cooperative inquiry;single evaluation methods and weak reflection and evaluation consciousness.In response to the problems in the cultivation of mathematical problem-solving ability in high schools,based on the relevant concepts and theoretical foundations of authentic learning,four principles for the cultivation of high school mathematical problem-solving ability under the perspective of authentic learning are put forward,namely,embodiedness,openness,and community.The principle of autonomy,and under the guidance of the four principles,the training strategy of creating real situations,carrying out real activities and making real evaluations is proposed.At the same time,it constructs an authentic learning classroom teaching model that introduces real situations,sets real tasks,constructs problem frames,peers collaborate to complete,displays and shares results,and conducts evaluation and reflection,which provides a certain degree of teaching design for authentic learning in mathematics classroom teaching.Reference value,and broaden the way for the cultivation of problem-solving ability.