Investigation And Research On The Present Situation Of Problem-driven Mathematics Concept Teaching

In order to promote students’ comprehensive development and reflect their subjectivity,problem driven mathematical concept teaching has received widespread attention in recent years.Moreover,through scholars’ definition of problem driven elementary school mathematics concepts,it has been found that the classroom not only imparts knowledge but also conveys mathematical ideas.Problem driven mathematics concept teaching mainly relies on problem driven teaching,inspiring students to think independently,explore knowledge independently,and understand the essence of concepts.However,there are some questionable issues in the current problem driven teaching of mathematical concepts.Therefore,a thorough investigation has been conducted on problem driven teaching of mathematical concepts,studying the current teaching situation,analyzing the existing problems,and proposing optimization strategies.This study selected 152 fourth grade students from S Elementary School to conduct a questionnaire survey.Ten elementary school mathematics teachers were interviewed and observed in class for 5 lesson examples,including parallel,vertical,parallelogram,and trapezoid.The concept of parallelogram in fourth grade was selected as a specific research lesson.From the teaching objectives of problem driven mathematical concepts,teachers’ understanding and preparation for problem driven mathematical concept teaching,teaching content of problem driven mathematical concepts,teaching methods used by teachers in problem driven mathematical concept teaching,research on the teaching effectiveness and reflection of problem driven mathematical concepts,and research on the current situation of problem driven mathematical concept teaching.The following problems have been found in teaching:insufficient achievement of problem-driven mathematical concept teaching objectives,teacher designed problem-driven approaches that underestimate the extension of concepts,teachers underestimate the process of concept generation in problem-driven teaching content,students’ low participation in problem-driven teaching,and teachers’ one-sided reflection on problem-driven teaching.Through detailed analysis of the above issues,it can be attributed to:teachers’ inaccurate grasp of the content of the new curriculum standards,inadequate preparation for problem driven mathematical concept teaching,teachers’ problem driven focus on concept presentation,and teachers’ emphasis on students’operation of concepts,The teaching evaluation method of teachers is single.Therefore,this study concludes that schools should strengthen professional training for teachers,teachers should pay attention to the design of mathematical concept extension in problem driven teaching,teachers should pay attention to the process of concept generation in problem driven teaching content,teachers should combine multiple teaching methods for concept teaching when problem driven,and teachers should use diversified teaching evaluation methods.I hope that problem driven elementary school mathematics concept teaching can better help students distinguish the extension and connotation of concepts.