Teaching Research On Mathematical Ill-structured Problem In Senior High School

In recent years,under the guidance of the new curriculum standard and the college entrance examination evaluation system,mathematics literacy has gradually become the core goal of mathematics teaching and evaluation in middle school.Mathematics teaching also pays more attention to cultivating students' key abilities such as mathematical thinking,reasoning,communication,analysis and judgment in different problem situations.Traditional teaching focuses on the solution of well-structured problems,which are relatively closed and far away from the actual situation,and the improvement of students' ability and cultivation of literacy are limited.However,Ill-structured problem has the characteristics of unclear problem structure and closer to reality,which can make up for this deficiency.By thinking and exploring such problems,students can broaden their thinking,explore solutions from multiple angles,evaluate the solution process,and then obtain advanced knowledge,cultivate high-order thinking,improve their ability to solve practical problems and improve their core mathematical literacy.Therefore,teachers need to pay attention to the ill-structured problem and carry out teaching practice.Based on the research of ill-structured problem,this paper studies the teaching of ill-structured problem in senior high school by using the methods of literature analysis,interview and statistical analysis.Firstly,this paper studies the relevant concept definition and theoretical basis of ill-structured problem,expounds the concept of ill-structured problem,introduces the characteristics of ill-structured problem,compares the differences between well-structured problems and ill-structured problem,and analyzes four types of ill-structured problem:condition open type,strategy open type,conclusion open type and situation open type,Combined with specific examples,this paper explains the role of each type on different aspects of students,and then summarizes the theoretical basis of teaching and evaluation of ill-structured problem.Secondly,taking four types of ill-structured problems as the research points,the teaching status of ill-structured problems in senior high school mathematics teaching from three dimensions: Teachers' cognition and attitude,new college entrance examination papers and new teaching materials.Through the interview,it is found that teachers affirm the educational value of solving the ill-structured problem,but they rarely teach the ill-structured problem in teaching practice;Through the data statistics,type analysis and comparative study of the ill-structured problems in the new college entrance examination papers in 2020 and 2021,it is found that the ill-structured problems occupy a certain proportion in the new college entrance examination questions,and the types are mainly concentrated in the condition open type,strategy open type and conclusion open type.The writer gives two ill-structured problems for each type,and makes a specific analysis from the aspects of examination content,students' literacy and ability;It is found that different types of ill-structured problems are distributed in different columns of each new textbook.Finally,this paper studies the teaching of ill-structured problems in senior high school mathematics,gives teaching cases of open conditions,open strategies,open conclusions and open situations,each case from different dimensions.Moreover,in order to better promote the teaching of ill-structured problems,combined with teaching cases and survey and research results,this paper puts forward teaching strategies from the perspectives of teachers,students,teaching resources and conditions.