Research On The Optimization Strategy Of Senior High School Mathematics Exercise Commenting From The Perspective Of Problem Representation

Exercise evaluation is a very important part of high school mathematics teaching.Proper evaluation can help students consolidate knowledge,improve thinking ability,and improve cognitive structure.The first step for students to successfully solve problems is to understand the meaning of the problem.The first step for teachers to evaluate exercises is to guide students to understand the meaning of the problem.In order to accurately and comprehensively grasp the meaning of the question,teachers need to guide students to make appropriate problem representations and construct a reasonable problem space.This article will be based on the current situation investigation and explore optimization strategies for exercise commentary from the perspective of problem representation.This study is divided into three parts.The first part of the research focuses on four teachers with different teaching experiences and representative groups.Through interviews with them,we aim to understand the current status of high school mathematics exercise evaluation and the importance that teachers attach to problem representation.The interview results show that most teachers attach great importance to the evaluation of exercise exercises,with only a focus on "speaking" rather than "evaluating".Novice teachers have a slightly weaker emphasis on the evaluation of exercise exercises;Teachers have a relatively shallow understanding of the professional term ’problem representation’,and due to classroom time limitations,they do not provide systematic representation training for students.The second part of the study focuses on students from six classes in the first year of a high school in Jinan,and their problem representation habits are surveyed through a questionnaire.The survey shows that the overall habit of problem representation among first year high school students needs to be changed.Students’ recognition of representation information,transformation of representation methods,and effective application of representation forms are not particularly ideal,and their metacognitive regulation ability and self-confidence urgently need to be enhanced.The third part of the research object is the students in two classes of a senior high school in Jinan who are taught by the author.With the help of the question representation achievement test,we select classic cases to study their shortcomings in question representation in detail.Analysis shows that they are prone to fear when facing innovative problems,and the breadth and depth of problem representation need to be improved.Based on the above research,this article finally proposes optimization strategies for high school mathematics exercise evaluation from the perspective of problem representation.As a teacher,we should strengthen our ability to represent multiple aspects and awaken students’ awareness of representation conversion;It is necessary to analyze the conceptual essence behind the question and help students identify and represent information accurately;We should broaden the breadth and depth of problem representation and guide students to use representation forms flexibly;You should be willing to share your exploration process and dare to face up to your failure experiences;We should pay attention to the needs of students and value their existing knowledge and experience;We should objectively evaluate students’ representation methods and provide them with sincere encouragement;Attention should be paid to the development of students’ metacognitive level to help them achieve self-regulation.