Research On Logarithmic Function Teaching In Senior High School Based On Problem-Driven

With the continuous advancement of educational reform,educational researchers have put forward a variety of teaching modes in the reform of mathematics classroom teaching,and the problem-driven teaching mode is one of them.In recent years,although many scholars have carried out problem-driven teaching research about mathematical,most of them are limited to theoretical research,and there are still few practical research about problem-driven.Based on it,this study studies how to design logarithmic function teaching based on the theory of problem-driven teaching.How should teachers create problem situations and design question series in problem-driven teaching? Is the mathematics classroom in the problem-driven teaching mode is in favor of the improvement of students’ mathematical literacy?This study mainly adopts literature analysis method,interview method,experimental research method,questionnaire survey method and test paper method,selects the students of two classes of senior one in a middle school in T City as the research object,and takes the logarithmic function as an example to carry out the research on problem-driven instructional design and practice.The results include the general steps of problem-driven teaching,How to create problem situation and design question series in problem-driven teaching,Mathematical problem-driven teaching is beneficial to improve students’ mathematical accomplishment.The general steps of problem-driven teaching:(1)analysis of teaching elements and preparation of teaching objectives: analysis of teaching content,analysis of curriculum standards,analysis of learning situation,analysis of teaching materials,and preparation of teaching objectives;(2)problem design: create situations and design question series;(3)classroom implementation: finding and proposing problems,analyzing problems,solving problems,overall evaluation,applying knowledge to practice and summarizing;(4)summary and reflection: teaching reflection.In problem-driven teaching,the creation of problem situation should be close to students’ real life,conform to students’ cognitive law,and have practical significance,mathematical value or scientific value;The design of question series should focus on the teaching objectives,follow the principles and characteristics of question design,conform to the cognitive law of students,and can arouse students’ interest in learning.Experimental research shows that the classroom teaching effect under the problem-driven teaching mode is better,which is conducive to the improvement of students’ mathematical literacy.It is mainly reflected in students’ understanding and memory of knowledge,practical application of knowledge,learning attitude towards mathematics and students’ learning style.The creation of "problem situation" and "problem series" enables students to actively participate in the teaching process,so that students can experience the formation of knowledge,clarify the cause and effect of knowledge,deepen their understanding and memory of knowledge,clarify the context of knowledge after class,form a good habit of math learning.In problem-driven teaching,teachers start from the problem situation,guide students to discover problems and solve them,improve students’ ability to solve practical problems,make students understand the relationship between mathematics and real life,and realize the significance of learning mathematics.In problem-driven teaching,students are easy to obtain successful experience and improve their confidence and patience in learning mathematics in the process of solving problems and completing the independent construction of knowledge.