Research On The Application Of PBL Teaching Mode In Senior Mathematics Teaching

With the ongoing reform of basic education,the cultivation of innovative talents has become the main melody of our education career in recent years.At present,our basic education is still dominated by the traditional "indoctrination" teaching,and students’ lack of awareness of their own problems and enthusiasm for learning mathematics has led to difficulties in cultivating the consciousness of innovation.It is essential to reform the teaching model to break the current ’pathological’ teaching situation.Problem-Based Learning(PBL)is an educational concept that fits perfectly with the goal of fostering innovative talents.Based on both theoretical and practical perspectives,this study adopts the PBL teaching model to investigate the teaching of mathematics in high school.At the beginning,the connotation and related theories of PBL teaching model were explained by consulting various materials.Then the methods of constructing the PBL teaching model in terms of teaching content design were summarized from the perspectives of teaching objective design,problem design and evaluation design,and the principles and steps of implementing the model in the process of application were also presented.After that,the author wrote and formulated two teaching cases and took advantage of the opportunity to apply the PBL teaching model when practicing mathematics education in high school.At the same time,questionnaire survey,achievement analysis,as well as interview and communication were also combined to analyze the application effect of PBL teaching model in mathematics teaching in high school.Finally,it was found that the adoption of the PBL teaching model in high school mathematics teaching can be helpful in the following three aspects: firstly,it increased students’ interest in learning mathematics and promoted the change of students’ learning attitude from "let me learn" to "I want to learn";secondly,the efficiency of the classroom teaching and learning was improved,and there was a significant increase in the pass rate before and after the experiment;thirdly,students’ awareness and ability to solve problems were enhanced.In addition,there are some problems we have observed in the application of this model,such as teachers’ qualifications,teaching conditions and educational concepts.In the end,the conclusions,deficiencies and prospects of this study are given,hoping to provide reference for teachers who are ready to use PBL teaching model and,to a certain extent,for the reform of basic education.