Research And Practice Of High School Mathematics Teaching Under PBL Model

PBL(Problem-Based Learning)is a problem-based teaching method.The PBL teaching mode allows students to explore and solve problems together through group collaboration under the guidance of teachers,so as to master corresponding knowledge.This teaching mode enables students to explore and think independently in the problem situation set by the teacher,thereby becoming the master of the classroom.Compared to traditional teaching modes,PBL mode not only teaches students the methods to solve specific problems,but also encourages students to explore and think independently,and cultivates students’ innovative thinking ability.Therefore,applying this teaching mode in senior high school mathematics teaching is more conducive to students’ all-round development.Based on constructivist learning theory,cooperative learning theory,problem based teaching theory,and situational learning theory,this thesis uses literature research,questionnaire survey,interview,and controlled experiment methods to conduct research on high school mathematics teaching under the PBL model.This thesis combines the PBL teaching mode with high school mathematics teaching,and specifically expounds how to use the PBL teaching mode in actual teaching.After in-depth exploration by the author,it is found that the theoretical basis of PBL teaching mode is very rich,and there are relevant studies at home and abroad.These materials provide an important basis for further exploring PBL.Using questionnaires and interviews to investigate front-line mathematics teachers,we learned that most teachers have some understanding of the PBL teaching model and recognize its teaching effectiveness,but they have not conducted in-depth research in combination with mathematics disciplines,resulting in a low frequency of actual application,and there are certain difficulties in using it.In view of the current teaching situation,the author proposes four basic principles and corresponding teaching strategies for teaching design under the PBL mode.Based on this,the author proposes specific steps for conducting high school mathematics teaching design under the PBL mode,and explains each step in detail.According to the constructed steps of teaching design in PBL mode,two teaching design cases of high school function projects in PBL mode are given.The author selects two classes from Yixian High School and applies PBL model to teaching practice.Using the comparative experimental method,teaching experiments were conducted in two classes,and corresponding test scores were obtained.Data analysis was conducted to demonstrate that the application of the PBL model proposed in this thesis in high school mathematics teaching is conducive to improving teachers’ teaching efficiency,improving students’ scores,and promoting the formation and development of students’ problemsolving abilities.This thesis enriches the practical research results of the PBL teaching model in high school mathematics teaching,hoping to provide reference for front-line teachers when using the PBL model for teaching.