Teaching Research On Problem Solving Based On Middle School Students' Fragmentation Learning

With the rapid development of the Internet,the learning style of students has changed greatly.In the process of teaching,the author finds that students often use learning software to solve mathematical problems.However,the learning efficiency differs greatly from one to another.Therefore,the author investigates the current situation of students' fragmented learning and the strategies to solve mathematical problems based on fragmented learning.After the author's investigation,it is found that the current situation of middle school students in fragmented learning is as follows:(1)most students will choose to depend on the network when they encounter mathematical problems which cannot be solved by themselves.(2)The time for students to use the Internet for fragmented learning is generally limited to less than three hours and it is generally distributed in their free study time such as self-study at night,weekend,winter and summer vacations.(3)The frequency of use is mostly less than six times a day and very few students use it about 7-10 times a day.(4)Most students use this method for the purpose of dealing with their homework and a small number of students are to preview new lessons and review for the exams.(5)In the process of fragmented learning,middle school students choose materials in the order of video,text and audio materials.(6)When dealing with difficult problems,most students choose various search software,among which the frequency of Xiaoyuan search questions is higher,followed by Baidu search questions and homework help.(7)The efficiency of students' fragmented learning is low,and the formulation of plans does not match the achievement of goals.On the basis of the interview,the author finds that there are five strategies that have the best effect.(1)Students find similar questions or similar knowledge points for practice and then learn to solve the current problem.(2)After solving this problem,students can find similar question types to carry on the exercise to draw a lesson from one another.(3)Students will refer to the analysis of the problem and knowledge points,then solve the problem,and finally get the answer checked.(4)After looking at the detailed problem-solving process,students who still can't solve the problem will see the video explanation.If they are still confused,they will ask the teacher.(5)After the use of search software,they can collect their wrong problems in the wrong questionbook which can be used for later revision.There are three kinds of strategies that have the worst effect.Firstly,the students who copy the process of solving the problem will only see it when they have time.If they don't have time,they won't see it at all.Secondly,they first copy the process of solving the problem and then understand it.Thirdly,when they don't finish their homework on time,they will search the process of solving the problem directly and copy it all.In view of the investigation above,this paper proposes some teaching strategies.(1)Appropriate assignment arrangement with gradient assignment difficulty is preferred to reserve thinking space for students.(2)For the same knowledge point or the same problem solving method,teachers can choose or design similar question types.(3)Teachers should adapt the problems of high error rate and give variant training.(4)Teachers should always pay attention to the students' strategy of using search software in order to avoid their copying answers directly.(5)Teachers should systematically guide students to set up wrong questions resources.(6)Teachers must urge students to review.(7)Teachers need to regularly review the students' homework and understand students' learning trends.(8)Teachers should also regularly check the students' homework and grasp students' situation.