A Survey Of Problem-driven Learning Environment In Terms Of Junior Mathematics

According to The Full-time Compulsory Education Mathematics Curriculum Standard(experimental revision), it is clearly emphasized that the junior middle school mathematicscurriculum should place great importance on cultivating students’ abstract abilities, and onthe development of various capabilities, such as reasoning, imagination and creativity. Manymathematicians insist that a problem is the key of mathematics, and there are some othervoices that it is a problem that stimulates us to learn, to pursue and to experience, based on theobservation of knowledge. Therefore, mathematics hold that with the whole development ofmathematics and individual creativity activities, a problem is the driving-force for the mathresearchers and scholars to dedicate themselves to explore the mysteries of mathematics.From the perspective of subject teaching, the junior middle school mathematics ischaracteristic of the following features: strict learning format, rigorous logic, abstractcomposition thinking, complex calculus derivation, and so on. All kinds of learning processesin mathematics with convincing accuracy make the learners full of awe, but theproblem-driven teaching can help guide the students to think and get in charge of the learningprocess, as well as to pursue the happiness in learning by themselves. This type of teachingcan stimulate the students’ interest, improve their abstract abilities, and promote theirproblem solving skills effectively and efficiently, which serves as the focus of this paperconsequently. As a kind of teaching strategy, Problem-Driven Learning(PDL) usesproblem-solving skills, helps students acquire necessary knowledge and cultivates theircritical thinking skills to solve actual problems in mathematics.With respect to the new curriculum reform, inquiry learning has become an importantmeans in the reforming process of new curriculum in terms of the junior middle schoolmathematics, and PDL is an efficient method in the inquiry learning process. As a result, wesupport PDL, which is considered to be necessary in implementing curriculum reform.Furthermore, how to design the efficient learning environment of PDL is also an significantissue in this paper. With the widely use and research of network in teaching, the priority ofapplication of Networked learning environment to teaching has become increasingly apparent.This paper mainly discusses the content and operating method of learning environment designof PDL in junior middle school mathematics supported by network environment, andconducts teaching experiments by means of behavior research based on theoretical analysis, aiming to inspect, amend and perfect the operation method.Based on the this research, we find both teachers and learners approve of the design ofweb-based PDL learning environment of junior middle school mathematics, in terms of itsscientific base, operating convenience and its validity. According to the data collected fromthe adoption and practices of learning environment design, we find that through someexperiments under the learning environment of PDL, learners’ abilities to analyze, exploreand solve the junior middle school math problems have been greatly improved, and theirawareness of effectively using resource, collaborative learning and self-guided learning hasbeen perfected to different degrees.