Research On The Application Of Problem-Driven Teaching In Junior Primary School Mathematics Class

With the higher requirements of The Times for mathematics education,students' mathematics learning process needs to pay attention to the improvement of thinking quality from the focus on specific knowledge and skills.The proposition of problem-driven teaching is to integrate this concept into the actual teaching process.It takes problems as the core and completes teaching through four stages,namely,designing problems,raising problems,analyzing problems and solving problems.In the process of teaching,students are advocated to think more deeply about knowledge,that is,from the level of understanding knowledge and mastering skills to the level of promoting thinking and improving thinking.Therefore,this paper mainly studies the following three questions: How is the application of problem-driven teaching in primary school mathematics classroom teaching? What are the factors that influence the implementation of problem-driven teaching in the junior mathematics class of primary school? What are the strategies for implementing problem-driven teaching?In this paper,59 first-line math teachers in Qingyang City and two classes of second-grade students in a school are taken as the research objects.Through questionnaire survey,interview,test paper method and experimental research method,the research on problem-driven teaching is carried out.The research results include the application status of problem-driven teaching in primary school mathematics classroom,the influencing factors of problem-driven teaching in the junior primary mathematics classroom,and the application strategies of problem-driven teaching in the junior primary mathematics classroom.The application status of problem-driven teaching in primary school mathematics classroom is as follows:(1)Design problem stage: most of the investigated teachers are not well prepared before class,and their ability to design problems needs to be improved;(2)In the stage of raising questions: students' dominant position is not obvious;(3)Analysis stage: lack of methods for teachers to guide students to analyze problems;(4)Problem solving stage: teachers have poor teaching regulation ability and lack of practical wisdom to face the generation.The influencing factors of the implementation of problem-driven teaching in the lower mathematics class in primary schools are as follows:(1)the stage of designing the problem: the degree of relevance between the problem and the teaching objective and the students' cognitive level;(2)the question raising stage: the creation of the problem situation and the teacher's expression of the problem;(3)Analysis stage:diversified representational forms and the orientation of teacher evaluation;(4)Problem solving stage: diversified forms of interaction,knowledge transfer ability and application ability,teachers' inspiration and guidance ability.In view of the factors that influence the implementation of problem-driven teaching in the lower mathematics class of primary schools,the paper puts forward the application strategies of problem-driven teaching in the lower mathematics class of primary schools :(1)In designing the problem stage,we should pay attention to the degree of correlation between the problem and the teaching goal and the cognitive level of students;(2)In the stage of putting forward the problem,we should set the appropriate situation and focus on the expression of the problem;(3)In the stage of analyzing problems,teachers should adopt effective teaching evaluation and pay attention to the representation form of analyzing problems;(4)In the problem-solving stage,we should pay attention to the connection and connection of knowledge,adopt diversified interactive ways and pay attention to the improvement of teachers' professional quality.