Analysis Of The Problem-based Situational Teaching Behavior Of Excellent Junior High School Mathematics Teachers

With the introduction of core literacy,problem-based situational teaching has become more and more popular among frontline teachers and has become the basic form of classroom teaching.Analyzing the problem-based teaching behavior of outstanding teachers,summing up their behavior,characteristics and influencing factors,is conducive to improving the teaching level of teachers and promoting the professional development of the teaching team.Based on this,this article adopts a combination of theory and practice,using classroom observation and interview methods as the main research methods to establish a theoretical analysis framework for outstanding junior high school mathematics teachers’ problem-based teaching behavior,and conduct research on outstanding junior high school mathematics teachers.conclusion as below:1.The performance and characteristics of problem-based teaching behaviors of excellent junior high school mathematics teachers in the "Creating Scenarios" : First,outstanding teachers pay more attention to exploring the connection between the knowledge taught and other mathematics knowledge,production and life when selecting materials for creating scenarios.Second,pay more attention to the recent development area and the nature of knowledge of students in the process of creating asituation.Third,pay attention to the investigative nature of the situation.The method of creating a situation for excellent teachers is to transform the known mathematical relationship into an unknown relationship that needs to be considered and explored,which reflects the greater significance of the exploration of the situation they create.2.The performance and characteristics of problem-situated teaching behavior of excellent junior high school mathematics teachers in "guided questioning" : The questions asked are mainly open questions,focusing on the students’ thinking process.3.The performance and characteristics of problem-situated teaching behaviors of excellent junior middle school mathematics teachers in "Problem Solving and Knowledge Application" : 1.Adopt a variety of ways to inspire and guide students.Commonly used methods of guiding and enlightening include analogy,prompting related information,etc.Second,attach importance to the evaluation of students’ rationality and answer,give priority to encouragement,and adjust the way of rationality and answer in a timely manner according to students’ responses.4.The performance and characteristics of problem-situated teaching behaviors of outstanding mathematics teachers in junior high schools in the "reflection summary" : attach importance to the use ofproblem-situations to expand and extend the knowledge they have learned.5.Other characteristics of the problem-based teaching behavior of outstanding mathematics teachers in junior high schools: First,the main line of teaching is problem-driven,spiraling upward.Second,in dealing with difficult points,students tend to discover and draw conclusions by themselves.6.There are two factors influencing the problem situation teaching behavior of outstanding mathematics teachers in junior high schools:teachers’ own factors and external factors.Among them,the teacher’s own influencing factors include:(1)The cognition of problem situation teaching.The teacher’s cognitive ability of problem-based situational teaching directly affects the analysis of teaching content,and then affects its choice and application in situations,teaching methods,and teaching strategies.(2)Good at reflection and summary.External influence factors mainly refer to the influence of school culture.Finally,relevant suggestions are made from the perspective of promoting teachers’ professional development.