Research On The Practice Of High School Mathematics Teaching Based On "problem-driven

The curriculum reform advocates a ’human-centred’ view of students,and the development of students’ core literacy in mathematics has become a higher-order goal of the senior secondary mathematics curriculum.Problem situations are an important platform for students to develop core literacy in mathematics,and teachers should design realistic and valuable problem situations to motivate students to identify and ask questions,thereby improving their ability to analyse and solve problems.In practice,it has been found that problem-driven teaching tends to be formal and students’ participation in class is low,thus failing to develop a strong drive for learning.Guided by constructivist theory,problem teaching theory,humanistic theory and nearest development zone theory,this paper investigates and analyses the knowledge and views of teachers and students in practising schools on problem-driven teaching through three methods: literature research method,survey research method and case study method,and on this basis,integrates and optimises the contents of the high school mathematics editions of Human Education A,North Normal University and Su Education on the part of derivatives,and puts forward The principles of problem-driven teaching and the strategies of problem design are presented,and problem-driven teaching design and teaching practice are carried out in the case of derivatives in high school mathematics.The purpose of this study is to provide concrete examples for practical application and to develop feasible methods to promote effective teaching.Based on the results of the questionnaire,the following two points can be summarised: Firstly,teachers were apprehensive about creating problem situations,with only a few of them reordering the materials according to the content and learning situation,and teachers showed greater interest and expectation in problem-driven teaching.Secondly,in terms of students,students’ awareness of problems is still relatively weak and there is still a certain timidity in actively expressing their ideas.It is necessary and meaningful to make the teaching objectives clear to students before class.The principles and strategies for implementing problem-driven teaching and learning are presented,including the principles of evocativeness,relevance and knowledge generation,as well as the introduction of classical examples and strategies for designing motivating problems.Teaching and learning based on these principles and strategies encourages students to think positively and explore actively,making classroom teaching and learning more effective.The following results have been achieved in the practice of problem-driven mathematics teaching: Firstly,problem-driven teaching develops students’ awareness of problems to a certain extent,mobilises students’ participation in the classroom,and promotes students’ deep learning.Secondly,the use of collaborative group inquiry learning in teaching practice has developed students’ ability to express their views in public and enhanced their self-confidence in learning.Thirdly,the classroom teaching mode was optimised to enhance the effectiveness of mathematics teaching.On the basis of this study,the authors will also continue to explore,improve and implement it so that more students can reap the joy of learning,improve their learning ability and master good learning methods from problem-driven teaching,and lay a solid foundation for their lifelong learning and development.