The Application Of Problem-driven Guided Learning In High School Mathematics Teaching

The General High School Mathematics Curriculum Standards(2017 Edition)first introduced the six core competencies of mathematics.It hopes that students can form mathematical thinking qualities suitable for their personal development in the process of learning mathematical knowledge.In order to cultivate the talents needed for the development of the new era,educators need to come up with more good teaching models in order to improve the core competency of students.Many new teaching models have emerged during the curriculum reform,such as guided learning and problem-driven.Both of them respect students’ divergent thinking and reflect the students’ learning status.They help to improve the overall quality of students.This dissertation combines these two teaching models,using literature research,interviews,and case studies,with the expectation that problemdriven guided learning programs can be used to support mathematics teaching.This thesis starts with teacher interviews.During the internship,frontline mathematics teachers of different teaching ages were selected at the school as the subjects of the study.Indepth discussions were conducted with them.The interviews were recorded and summarized at a later stage,and some possible problems were analyzed:(1)In the area of guided learning programs,some teachers’ own educational concepts have not been completely transformed.In the classrooms where they use guided learning programs,teachers may still take themselves as the classroom leaders,or they do not guide students in the process of self-learning at the right time;its preparation mostly comes from teachers’ collective preparation,which lacks relevance;its use timing and students’ completion time are not perfect.(2)In terms of problem-driven teaching,mathematics teachers generally value the importance of mathematical problems.However,there is a lack of careful design and discretion in the core problems of teaching;teachers and students differ in their cognitive levels and ways of thinking,and it is worth reflecting on the setting of problems and their attitudes in the face of students’ wrong answers;the design of problems tends to be formalized,and there may be a misconception of emphasizing conclusions over processes in teaching.Finally,design strategies are proposed to address possible problems.The problem-driven guided learning program was developed and implemented for the section of "Arbitrary Angles".The project is based on real-life situations to stimulate students’ enthusiasm for learning.In the lesson,students are guided to take the initiative to think and active mathematical thinking.The results of the study showed that the effective implementation of problem-driven guided learning programs greatly enhanced students’ enthusiasm for learning mathematics.Students’ self-confidence in learning was enhanced,their learning ability was improved,and their learning habits were improved.While the results are effective,there are still areas for further improvement and refinement.We hope that through the problem-driven guided learning program,students can feel the essence of mathematics in the exploration of problems.It is expected that through the research on the application of problem-driven guided learning programs in high school mathematics,a suitable teaching model for the development of mathematical thinking of high school students will be explored.In turn,it will provide some reference for mathematics teaching practice.