Research Of Two Kinds Of Teaching Methods Based On "problem-driven"

The problem is the heart of mathematics, each of mathematics development and leap is always associated with the pose of the problem and problem-solving ,related to the mathematics classroom teaching which need the guidance and control by problem ultimately, there is no problem about mathematics classroom is hardly to imagine. So for the problems in mathematics teaching system needs pay more attention, just because of this we can regard that the teaching power system is derived from the problem system, the process of teaching is always continuously generated and perfected by the problem-driven process. This is precisely from point questions-system to view of the classroom problem, based on"problem-driven"and combined with the relevant educational theory we can build two kinds of teaching method through the action research. In fact this action research classify the question acording to different teaching presentation,make the clssroom question to dividing into two categories by differrent source of perspective. One is come from teacher's preliminary, another is come from generation of random in the process of teaching. From this perspective, we can build two kinds of teaching methods, one is the problem system which represented default in the classroom teaching, from this we can built the "progressive questions-driven" teaching methods by the combination of"teaching of variant theories"and"closely developments area theories"he other is that the problem system focus on the students of the actual situation and behavior changesand to guide teaching methods dynamically, then build up a"show-style question-driven"teaching methods that combined with constructivist theory.By making an standard style about the two kinds of teaching methods in the operation process, and operating micro-experiment of teaching which combination of the representative contents of high school mathematics. The content of reserch is about "the function range of the solution," and 15 students participating in the experiment were divided into three groups, namely, the control group A group and experimental group B, C group, the experimental group is subject to different teaching methods by mini-experiment, and then make a measurement by test paper, then according to three levels to obtain the conclusions of reflection. The first level is from the author's experience in teaching experiments to reflect on two kinds of teaching methods; The second level is from an interview with the students to feel of the two kinds of teaching methods; The third level is the result from the relevant test to assess the two kinds of teaching methods. On this basis, combined with the results of action research and the author's teaching experience convinces us that classroom teaching is effectiveness based on the questions-driven. whether it is "progressive problem-driven" or "show-style question-driven" are to enable students in the level of knowledge related to major improvements have taken place, and from problem-driven teaching and learning process by showing a good understanding sequences and behavior state ,there is no doubt that the problem-driven instruction for students to improve the role of cognitive structure. Not only this , from the control group and experimental group in the measurement volume feedback results can be found, the problem-driven teaching methods adopted by teachers in the design, organization, regulation and control can indeed facilitate the students in the short term level of knowledge has increased. In addition, the integrated use of knowledge in this perspective, it seems that"show-style question-driven"education than the"progressive problem-driven"the effectiveness of teaching is more prominent. In view of this, we can from the direction of action research to reflect teaching classroom , by studying enough to make the teachers changed them teaching methods more better under the corresponding education concept .In practice, we should reflect the teaching practices and learning behavior, then ultimately achieve optimized for classroom teaching, we pursue the optimization of classroom teaching in fact is dynamic equilibrium which should be in line with the actual situation of students in teaching and learning...