The Practice Of Teaching And Research In The Four Models Of Mathematics Problem Solving Teaching

Problem solving teaching plays a significant role in high school mathematics classes. Along with the advancement of new curriculum reform, it put forward higher requirements for the teachers’ teaching methods and models in the mathematics classes. Therefore, teachers should choose the appropriate teaching models in the problem solving teaching to achieve the target, which is of great significance for improving the class efficiency and the problem solving ability of students. In this paper, through investigating and researching the using status of the four modes in high school’s mathematics problem solving teaching, meanwhile collecting related teaching case to analyze, which puts forward the problems that should be paid attention to and the strategies when using the four modes in the problem solving teaching. At the same time, it applies the typical cases to mathematics’problem teaching, summarizes the teaching effect and the existing problems, and then provides some personal advices.This is the basic structure of this paper:Chapter1is introduction, mainly expounds the background, the significance, the status and the methods. Chapter2is the theoretical basis of the mathematics problem solving teaching models, including two aspects of theoretical research in the mathematics teaching modes and the mathematics problem solving teaching modes. Chapter3is the research and case analysis of the four modes in mathematics problem solving teaching. It’s also the core part of this paper, mainly carries on the case analysis according to the existing four types of problem solving teaching modes (including:cognitive construction mode, automation skill formation mode, model building mode, problems opening mode). Then carries out some discussions on the problems that should be noticed relating the four modes in the problem solving teaching, and puts forward some improvement measures. Chapter4is about the practical research of the mathematics problem solving teaching modes. It uses two teaching cases to illustrate that how teacher should reasonably use the problem solving teaching modes according to teaching content and students’ existing knowledge skills. Then it analyzes its effectiveness, and makes a summary and reflection at the same time. Chapter5is the suggestions for the mathematics problem solving teaching in high school, including suggestion for selecting modes and the details should be paid attention to in the process of problem solving teaching. For example, teachers teach students how to read the topic, how to look for their resolving ideas, how to write the process reasonably, and how to reflect on the problem solving errors, etc. Chapter6is the conclusion, which is the researching result of this paper.