A Comparative Study Of Problem-solving Instruction Among Novice-expert Teachers In Elementary Mathematics

In our country,cultivating students' problem solving ability is one of the teaching objectives clearly proposed in Compulsory Education Mathematics Curriculum Standards(2011 Edition)(hereinafter referred to as the Standard),and Standard listed“problem solving” as one of the four objectives of mathematics curriculum,at the same time,it puts forward some concrete suggestions in three aspects of mathematics course teaching,evaluation and textbook compilation,especially emphasized that teachers should pay attention to cultivating students' problem consciousness and problem solving ability in the teaching process.The implementation of problem solving teaching by teachers is the requirement of the Standard,and it is a shortcut to promote professional development for teachers themselves,especially for the novice teachers teaching experience lack,through practicing the problem solving teaching under the guidance of the new curriculum reform concept,can better enhance the level of teaching and promote their professional development.Through literature analysis and field observation,this study finds that the current situation of problem solving teaching for novice teachers is not optimistic and there are significant stage problems in the early stage of professional development.In the process of teacher professional development,there is no doubt that novice teachers gradually develop into expert teachers through each stage,but can the novice teachers' professional development be accelerated through the learning of expert teachers' growth process and teaching experience? Based on this purpose,the author determined the topic of this study ——a comparative study of elementary school mathematics novice teachers and expert teachers in problem solving teaching.This study mainly analyzes the problem solving teaching lessons of three novice teachers and three expert teachers in primary school mathematics by means of literature analysis,comparative study,lesson case study,classroom observation and after-class interview,understands teachers' excellent experience and existing problems in problem solving teaching,aiming to provide some suggestions for primary school mathematics teachers,especially novice teachers,to improve problem solving teaching and promote professional development.This paper includes four parts:In the first part,this study collates and analyzes literature,determines the research problems,ideas and methods,and the framework of lesson analysis,the observation scale of problem solving teaching and the outline of interview are formulated for this study.In the second part,through the comparative analysis of six teachers' problem solving teaching lessons,it is found that there are differences between novice teachers and expert teachers in the following aspects,which are mainly manifested as follows:compared with novice teachers,expert teachers' problem solving teaching is obviously more mature,the setting of the situation is more problematic and inspiring,the proposal of the problem is more valuable,the solution of the problem is more reflective and instructive,the application of the problem is more diversified,and the teaching evaluation is more diversified,etc.In the third part,by comparing with expert teachers,this study finds that novice teachers have some thorny problems in problem solving teaching,which are mainly shown as follows: the situation setting is formalized,the problem raising is lack of inspiration,the problem solving is lack of thinking,the problem application is lack of flexibility,the teaching evaluation is lack of professionalism and the teaching reflection is lack of sensitivity,etc,the existence of these problems directly affects the improvement of novice teachers' problem-solving teaching ability.In the fourth part,in view of the existing problems of novice teachers,the author thinks about the path to improve the teaching ability of novice teachers in primary school mathematics problem solving.From the perspective of the school,to provide a good working environment and conditions for novice teachers,which is an indispensable external condition to improve the teaching ability of problem solving;From the perspective of novice teachers,self-reflection and continuous improvement from the aspects of situation setting,problem raising,problem solving,problem application,teaching evaluation and reflection are the most effective ways to enhance the teaching ability of problem solving.