Research On High School Mathematics Teachers' Teaching And Researc

Problem solving is an important content of learning activities,problem solving is a key link of organizing teaching activities,and problem solving teaching is an important component of teaching practice.Therefore,it can be seen that it is of great significance to carry out research on problems.As a new form of teaching research,problem-explanation teaching research can effectively improve mathematics teachers’ problem-solving literacy and teaching quality,and cultivate students’ problem-solving literacy.And there is a trend of mathematical problemexplanation teaching research at present.The self-compiled questionnaire "Investigation on the Teaching and Research Status of Middle School Mathematics Teachers’ Explaining Problems" was used to investigate 102 middle school mathematics teachers,and it was found that all middle school mathematics teachers had the need of teaching and research of speaking problems.But at present,most of them have conducted informal problem-explanation teaching and research,and formal problem-explanation teaching and research has not been popular,and the connotation and structure of high school mathematics teachers’ problem-explanation teaching and research have not been perfected.In order to help high school mathematics teachers effectively carry out problem-explanation teaching research and improve the teaching quality of problem-solving,the research question of this study is determined as: What is problem-explanation teaching research?How to say the question?In order to solve the research problem,literature analysis is adopted to collect and sort out the literature.Based on the Johari Window Principle and the Case Teaching Theory,the connotation of the problem-explanation teaching research is determined.That is,the problemexplanation teaching research of the high school mathematics teachers refers to that the teachers,on the basis of careful preparation of the questions,take the curriculum standards of the high school mathematics and the modern education theory as the guidance,and take the oral language as the main expression tool,With peers and experts as the main narrative objects,with the goal of promoting the development of both sides and achieving deep understanding,and with the main purpose of revealing the problem solving law,proposition law,learning problem law and teaching problem law of this kind of problem,it is mainly composed of three parts: teacher interpretation,mutual comment and teacher reflection.The problem-explanation teaching and research activities expatiate specifically on the solution,examination,learning and teaching methods of high school math problems.Based on the connotation of the problem-explanation teaching research,the paper analyzes the characteristics of the teaching research of high school mathematics teachers’ problem-explanation,which are rational,explicit,interactive,reflective and research.Based on understanding evaluation,understanding mathematics,understanding students and understanding teaching,this paper preliminarily determines the teaching and research structure of high school mathematics teachers’ problem-explanation.The expert consultation method is used to modify and improve,determine the four first-level dimensions of problem-explanation teaching and research: solution method,examination method,learning method and teaching method,and corresponding twelve second-level dimensions: Based on the common method,sorting out the appropriate method of problem solving,giving consideration to the ingenious method of solution,clarifying the topic examination points,refining the requirements of the course standard,appreciating the characteristics of the proposition,clarifying the basis of students,determining the obstacles of learning problems,elaborating the guidance of learning methods,imparting problem-solving strategies,mining ideas and methods,and conducting a review and summary.Based on the teaching and research structure of high school mathematics teachers’ problemexplanation,the practice of group meeting explaining problems,discussion-style explaining problems for the famous teachers’ studio of Zhong Jinjun in Guangdong Province and extensionstyle explaining problems for the affiliated schools of Beijing Normal University are carried out.High school mathematics teachers’ problem-explanation teaching research cases have experienced the research process of "three practices and two reflections",and through the continuous optimization of high school mathematics teachers’ problem-explanation teaching research cases,not only won the recognition of front-line teachers,that is,the structure of problem-explanation teaching research obtained by the research is reasonable and operable,but also promoted the problem-explanation teaching research among front-line teachers.In order to help teachers better explain the question,the case analysis method is used to analyze the three times of teaching research of high school mathematics teachers speak the question,and give the operation process of teaching research of high school mathematics teachers explain the question.In order to help high school mathematics teachers to better conduct the teaching and research of the problem-explanation,the following four suggestions are provided: divergent problem-solving thinking,to ensure the appropriateness of the "solution" of the high school mathematics teachers;focus on the test making system,improve the high school mathematics teacher said "examination method" leading;pay attention to students’ learning situation and strengthen the authenticity of high school mathematics teachers’ saying "learning method";problem solving teaching,increase the effectiveness of high school mathematics teachers said "teaching method".