Research On The Teaching Of Geometric Fundamental Figures Driven By Problem

The most primitive driving force of the development of mathematics is the problem,and the problem and the result of problem solving also directly promote the advancement and development of the society.The problem-driven teaching that reveals the essence of mathematics reflects the characteristics of mathematics well.There is still little practical research on problem-driven mathematics classroom teaching in junior middle school at present.Based on it,this study attempts to sort out the related problem-driven theories,and summarize the key points and strategies of problem-driven teaching design.Finally,combine the concrete content of mathematics teaching in junior middle school to carry on the complete teaching practice on the base of the above theoretical results and experience summary.It's hoped that this study can provide a degree of reference and guidance for junior middle school mathematics teachers.This research is analyzed by means of theoretical speculation and empirical research.In theories,base on Freudenthal's educational view,constructivism and the zone of proximal development.Then comb the literature review of problem-driven and geometric fundamental figures in order to clarify the core concepts and understand the research status.Consider the teaching links and design points of fundamental figures teaching from the perspective of problem-driven by analysis and summary,mainly focusing on the core problem,problem situation and problem chain.Then Lastly,make a complete design of the section "intersection line" by using the above theory.On the side of practice,the subjects of the experimental class and the control class are investigated and evaluated by means of experiments,questionnaires and individual interviews.The effects of problem-driven teaching are tested the differences between students'metacognitive level and actual level are studied with statistics approach.The study finds that the teaching of geometric fundamental figures based on problem-driven is more beneficial to students' math study compared with the traditional routine teaching.It has a positive influence on students' understanding,memory and practical application in mathematics learning.However,the influence of comprehensive application and analysis of cognition cannot be reflected in a short time.Moreover,problem-driven teaching can motivate students to raise questions and make a guess and it's more conducive to improve students' problem-solving ability.Students subjectively believe that problem-driven teaching has a positive impact on their learning style,comprehension,problem solving and abstract thinking level.At the same time,it is found that the metacognitive knowledge level of many students is not much different from the actual level,but some students still lack a realistic knowledge level of self which feel better than their actual level.However,there are still some students who lack a realistic knowledge of themselves and has higher self-perception than reality.The following reflections are made on the base of research results:it's necessary to dynamically grasp the progress of problem-driven teaching according to the situation of middle-level students and pay attention to observe the learning status of the temporarily backward pupils when we use the problem-driven teaching.In addition,the emotional education should also be paid attention to in the problem-driven teaching.