Study On Acute Triangle Function In The Classroom Teaching From The Perspective Of Problem Driven

Mathematician Hal Moss has proposed : "The problem is the heart of mathematics," Mathematics experienced several major changes and leaps are closely linked with problems and solutions, "problem" will drive the mathematicians persevere and tireless conduct study. Teachers' mathematics teaching and students' learning in mathematics but also from the "problem". Through the review of the literature shows that, most of the scholars of drive of mathematics teaching research is limited to theoretical research, the author is from the theory research, analysis of teaching materials, classroom teaching case analysis and teaching design of research.It is hoped that this method can promote the teachers to complete the teaching task and cultivate the students' mathematics accomplishment.Based on constructivism, zone of proximal development and Freudenthal's thought of education as the theoretical basis, using literature analysis, case study and comparative analysis and other research methods. First, from the perspective of problem-driven to analysis acute angle trigonometric functions in grade nine in next PEP, the problems and exploration in the teaching materials are discussed in detail.The structure and the surface of the teaching materials are very reasonable and close,but the deep connection between knowledge is not reflected. Second, analysis of the acute angle trigonometric functions of two classes, Mainly from the classroom structure, problem category, quantity, internal logic and mathematics classroom ideological three aspects to analyze the mathematical problem-driven classroom.Again, summarizes the characteristics of mathematics problem driven classroom teaching, including how to design problem situation, classroom atmosphere, the relationship between teachers and students and the requirement to the teachers' quality, on the basis of the understanding of the teaching of mathematics, the author designed the teaching design of mathematics problem driving in the same class of teaching cases. The last is the conclusion, enlightenment and prospect.Based on the research of this paper, we can get some enlightenment about the acute triangle function of problem driving teaching and junior high school mathematics problem driven teaching: acute trigonometrical function in PEP version does not fully comply with the mathematics problem driven teaching, teachers should according to the actual situation of the students design problem situations;fully respect the subjectivity of students in teaching, encourage students to ask questions and solve problems through exploration and research; the creation of teacher-student relationship and democratic classroom atmosphere for students to create a relaxed and harmonious learning environment; according to the specific circumstances of teaching should be combined with other effective teaching methods to enable students to effectively grasp the mathematical knowledge and ways of thinking.