Research On The Teaching Model And Practice Of Cooperative Learning In High School Mathematics Under Problem-drive

Mathematics Curriculum Standards for General Senior High School(2017 Edition2020 Revision)clearly points out that high school mathematics teaching should be based on student development,create appropriate teaching situations,put forward appropriate mathematical problems,pay attention to cultivating students ’ mathematical core literacy and students ’ ability to apply mathematics to solve practical problems,and promote independent thinking,independent learning,cooperation and communication and other learning methods.With the reform of new curriculum standards and curriculum teaching,the limitations of traditional teaching models have become more prominent,and innovative mathematics teaching models have become an inevitable trend.Problem-driven teaching takes problems as the core,pays attention to the design of problems and the creation of teaching situations,and takes students as the main body,which is conducive to improving students ’ problem awareness and problem-solving ability.Cooperative learning takes cooperative communication as the center,problem solving as the task,and pays attention to students ’ subjective participation,which is conducive to cultivating students ’ sense of cooperation and innovation.The teaching mode of combining the two is in line with the requirements of ordinary high school mathematics curriculum standards for mathematics teaching.Therefore,this paper combines problem-driven teaching with cooperative learning,constructs a teaching mode of problem-driven cooperative learning in high school mathematics,and conducts practical research on the teaching mode.The specific research contents are as follows :1.By using the method of literature research,this paper combs the research status of problem-driven teaching and cooperative learning at home and abroad,and puts forward the idea of constructing the teaching mode of cooperative learning in high school mathematics driven by problems.Guided by the theory of zone of proximal development,constructivism theory,social interdependence theory and Freudenthal ’s educational theory,this paper studies the characteristics and principles of problem-driven teaching and cooperative learning in combination with relevant concepts.On this basis,the characteristics and principles of problem-driven cooperative learning are analyzed,which lays a theoretical foundation for the construction of problem-driven cooperative learning teaching mode in high school mathematics.2.The teaching mode of cooperative learning in high school mathematics driven by problems is constructed,and the specific steps of the implementation of the teaching mode are given :(1)Taking problems as the heart,creating problem situations and driving students to participate actively;(2)Taking knowledge as the body,driving students to take positive actions through cooperative learning;(3)Take the method as the behavior,summarize the method,drive the student intelligence development;(4)Taking thought as the soul,infiltrating mathematical thought and driving students ’ literacy improvement.3.Through the experimental research method,taking the sequence content of high school mathematics as an example,the practical research on the constructed teaching mode is carried out.Firstly,a questionnaire survey was conducted on the students in the experimental class to understand the students ’ interest in mathematics learning before practice.Secondly,the teaching of cooperative learning driven by problems was implemented for the students in the experimental class.Finally,a comparative test was conducted between the experimental class and the control class,and the students ’ interest in mathematics learning in the experimental class was retested.The practical effect is presented by means of questionnaire,evaluation scale and chapter test.The experimental results show that the teaching mode plays a good role in improving students ’ interest in mathematics learning,cultivating students ’ awareness of cooperation,problem and innovation,and improving students ’ ability to solve problems.At the same time,combined with practical research,some suggestions are put forward for the application of this teaching mode.