Problem-driven High School Mathematics Unit Teaching Desig

The problem-based learning strategy allows students to experience the development of knowledge and realize the“re-creation”of mathematical knowledge;Unit teaching design focuses on the integrity and relevance of knowledge,which can help students form a more complete and clear knowledge system.This thesis combines the problem based teaching tactics with unit teaching design to explore the teaching mode of High school mathematics unit teaching design based on problem-based learning tactics which aiming to lifting the teaching efficiency of high school mathematics classroom and cultivate students’ awareness.First,on the basis of reading of the literature carefully,the author has carefully sorted out the current status of domestic and foreign research on the problem-based learning strategy and unit teaching model,and combined with the literature to give the concept of “problem-based teaching tactics”“unit teaching design”,“High school mathematics unit teaching mode based on problem-based learning”.Secondly,the author got teacher’s understanding and application status of the teaching design of the unit through the questionnaire survey,conclusion as below : Teachers do not understand the concept of unit teaching design deeply;Teachers do not know enough about the need to implement unit teaching design;Teachers have directional errors when using unit teaching design.Combining the results of the questionnaire survey with the existing research results to determine the characteristics,principles and steps of High school mathematics unit teaching mode based on problem-based learning,which is the theoretical basis below.Taking the content of the “Basic inequality”unit as an example,Analysis and comparison,optimizing reorganization to the four mainstream high school mathematics textbooks of People’s Education Press A edition,People’s Education Press B edition,Beijing Normal University Press Edition,and Shanghai Education edition from the introduction of new questions,example arrangement,etc.Finally,through the evaluation of students’ “learning”and teachers’ “teaching”,comprehensively analyze the effect of teaching practice.The results show: High school mathematics unit teaching mode based on problem based learning in this article has achieved good teaching effects in teaching practice,effectively improved students’ classroom participation,and cultivated students’ awareness of problems.It also indicates that the teaching mode proposed in this study has strong operability and can provide a reference for first-tier mathematics teachers.