Research On The Application Status And Improvement Strategies Of Problem Based-Learning In High School Mathematics Teaching

The curriculum standards(2020 revision)point out that “high school mathematics teaching is oriented to the development of students’ core literacy in mathematics,creating appropriate teaching situations and inspiring students to think independently;advocating independent learning and cooperative communication as multiple learning styles.” In the process of the new curriculum reform,many experts and scholars have conducted a lot of research on teaching methods,hoping to highlight the main position of students,enhance students’ enthusiasm in learning mathematics,and improve their problem-solving ability,so the problem teaching method has entered the teachers’ vision.Problem Based-Learning can effectively improve the quality of high school mathematics teaching,enhance students’ enthusiasm for learning mathematics,stimulate,enhance and deepen the internal incentives for learning mathematics,and change from being bored and afraid of mathematics to being willing to learn mathematics,but in the process of teachers using Problem Based-Learning for teaching,some aspects are still inadequate.By studying the current situation of the application of Problem Based-Learning and countermeasures,we can guide high school mathematics teachers to apply By studying the current situation and countermeasures of the problem-based approach,we can guide high school mathematics teachers to apply the problem-based approach in practice,and help the implementation of the new curriculum reform and the development of students’ core literacy in mathematics.The author first reads the relevant literature on problem teaching method to understand the origin and development of problem teaching method,then summarizes the characteristics,application principles and processes of problem teaching method,and accordingly analyzes whether problem teaching method is feasible in high school mathematics classrooms.Secondly,we went deep into the front-line high school mathematics classroom and observed several mathematics lessons in the Ninth Middle School(Jiang Bei Campus)of Harbin,Heilongjiang Province,and selected two representative clips to be presented in the thesis.Through the observation of teachers’ and students’ behaviors in the classroom,we judged whether the application of Problem Based-Learning had played the expected role in different aspects.Then student questionnaires were distributed in the four classes where Problem Based-Learning was used to investigate four aspects: problem formulation,inquiry session,problem solving,and post-class feelings.Finally,the author summarized the current situation of the application of problem teaching method by combining the results of classroom observation,questionnaire survey and interview: the setting of problem situations lacked novelty;the problem posing session lacked students’ participation;the problem thinking process relied too much on textbooks;the problem discussion session was formal,and the object and method of reflection and summarization were single.According to the current situation of the application of problem teaching method in high school mathematics,I attribute the causes from two perspectives: teachers’ lack of awareness of students’ subjective status;excessive reliance on textbooks in the creation of situations;lack of clear division of labor in group discussion;teachers’ misunderstanding of problem teaching method.The reasons of students include insufficient problem awareness,insufficient mathematical expression ability and insufficient interest.According to the problems and causes,the author proposes six countermeasures to solve them: according to the problems and causes of Problem Based-Learning,the author proposes six countermeasures: creating a living problem situation;from focusing on teaching efficiency to focusing on learning efficiency;clarifying the division of tasks in group discussion;learning theories and cases of Problem Based-Learning;cultivating students’ ability to learn using Problem Based-Learning;and cultivating students’ interest in learning.