Teachers' Understanding Of Problem Situation Teaching In Senior High School Investigation And Research

In 2018,the Ministry of Education promulgated the Standard for Mathematics Curriculum in General Senior High Schools(2017 Edition),in which the words "situation" appeared 157 times.In the sixth part,"Teaching and Evaluation suggestions",it is proposed that "the teaching activities based on the core accomplishment of mathematics should grasp the essence of mathematics,create suitable problem situations,put forward suitable mathematical problems,and arouse students to think and exchange".At present,the problem situation has become the "frequent guest" of high school mathematics teaching,has become the basic content of classroom teaching,the important means to achieve the teaching goal and the important platform to cultivate the students' practical ability.The problem situation teaching mode has been paid close attention to by the teachers.Teachers have a rich understanding of the problem situation from practice,however,in practice,it is inevitable that there are errors or even misunderstandings in the understanding of the problem situation teaching model,such as the misunderstanding of the teachers' cognition of the connotation of situation teaching.There are errors in cognition of situational teaching objectives,and teachers' skills in situational teaching are still inadequate,which affects the role of problem situations in educating people in teaching under the core accomplishment.Therefore,it is necessary to further understand the basic situation of senior high school teachers' understanding of problem situations from the practical level,so as to provide local research materials for better promoting the development of students' core literacy through problem situations.This research takes 10 mathematics teachers in Zunyi Aerospace Senior Middle School as the research object,and makes use of interview method,classroom observation method and case analysis method to study the high school teachers' understanding of the problem situation.Based on the theoretical analysis framework of MPCK,this paper investigates and studies the knowledge of mathematics subject,general teaching method and students' knowledge of mathematics learning.The conclusions are as follows:1.With regard to the characteristics of the core issues,the two characteristics of the core knowledge and the stimulation of students' thinking are of great concern to the front-line teachers.In classroom teaching,the existence of the core problems does not stimulate the students' deep thinking.After asking questions,students are not given full thinking about the problem of exploring time.For the relationship between the core issues and the core literacy,most teachers think that there is a relationship between the two,but teachers do not have enough understanding of the core issues and core literacy;for example,teachers can not say the relationship between the core issues and the core literacy.2.Most teachers think that the principle of creating problem situations should be closely related to the teaching content,in line with the cognitive level of students,close to the actual life,and some teachers lack the ability to create effective problem situations in classroom teaching,such as in the creation of situations.There is a situation where the essence of mathematical knowledge can not be highlighted and far-fetched.3.The main sources of material for experienced teachers to create situations are teaching materials and real life,and the materials for young teachers to create situations mainly come from teaching materials and experienced teachers.Experienced teachers are more able to use teaching materials creatively than young teachers.4.Most teachers think that problem situation teaching is only suitable for new classes,which is related to teachers' understanding of the purpose of problem situation creation.Most teachers think that the creation of problem situation is only to stimulate students' interest and bring students into the classroom.5.In the understanding of teaching methods,most teachers think that inquiry teaching methods,discussion teaching methods and learning guidance methods should be adopted,but in classroom teaching,most teachers are mainly lecturing,which is different from the interview results.6.Experienced teachers and young teachers have a more comprehensive understanding of the existing knowledge and experience of students,experienced teachers can more systematically grasp the existing knowledge and experience of students,in classroom teaching,Experienced teachers can better connect students' existing knowledge and experience with new knowledge.For the difficulties that may arise in the study of students' exponential function,experienced teachers and young teachers have the same understanding,but for the reasons for learning difficulties,However,experienced teachers are more accurate in analyzing the causes of students' learning difficulties.In the process of educational practice,through the interview of some teachers of Zunyi Aerospace Senior Middle School about the problem situation and the classroom observation of the situation problem,it is found that the first-line teacher's understanding of the problem situation needs to be further improved.How to improve senior high school teachers' understanding of problem situation is an urgent problem to be solved in problem situation teaching.In question situation teaching,you can consider:1.Many ways to improve teachers' understanding of the problem situation;2.Multi-ways to create problem situations;3.Improve the ability of creative use of teaching materials;4.Is to establish a scientific mathematical situation-based teaching evaluation model.