High School Students' Research On The Cultivation Of Mathematics Problem-solving Ability

As an important part of problem solving, self-examination of problem-solving can not only promote the understanding of knowledge of students, but also increase the students' thinking ability and knowledge network construction ability. But in the actual teaching process, due to the heavy task of teachers and heavy works of students,students rarely have time to make self-examination of problem-solving with teacher at class. Therefore, in high school teaching process, self-examination is an extremely weak part of students.This article is mainly focus on the research of the status of self-examination of problem solving, self-examination theory, the present situation of self-examination at my school, self-examination contents, strategy, guidance and practice etc.At first, I make an investigation by searching a large numbers of files on the status of self-examination of problem solving, Secondly, we make the questionnaires of all students at Grade 2 at my high school,collect all the valid data. Based on these works, we make a data analysis.Thirdly, this article is guided by social constructivism theory and metacognitive strategy, declared clearly self-examination of problem solving includes the rethinking on the problem information acquisition and application and including the rethinking on the change of thinking.Then study puts forward students'self-examination strategy,sample selection strategy, Induction strategy and variation extension strategy. But also put forward the corresponding guiding strategy on self-examination of problem-solving, build a correct concept of self-examination, put a high premium on pertinence to problem-solving teaching process etc.Finally, experimental class and contrast class are selected to be studied in teaching practice.The post-test score had be analyzed.The practice proves that the strtegy of guidance in reflection on problem-solving and the learning strategy in rflection on problem-solving have a big boost improving class average score.The conclusion has been drawn from a questionnaire on the students from the experimental class and the state of the students' problem-solving reflection that the majority of the students' habit of problem-solving,their interests in maths and their ability to analyse it have greatly improved.Therefore, the validity of the reflective guidance strategy in problem-solving and the reflective learning strategy of problem-solving has been proved.