Investigation And Research On The Current Situation Of Middle School Mathematics Problem Proposition From The Perspective Of Heuristic Teaching

Heuristics is a time-honored research topic in teaching and learning,and the new standards emphasize heuristics that point to core competencies.The teacher and the students each identify and ask questions,while the students’ questions are posed by the teacher who sets up problem situations,inspires students to think and inspires them to ask questions.Therefore,the level of teachers’ problem posing also plays a crucial role in problem posing teaching.In this paper,we selected three junior high schools,A,B,and C,in Ji Mo District,Qingdao,to examine the teaching of problem posing by mathematics teachers.The three schools were ranked in the top,middle and bottom of Ji Mo District in terms of overall teaching level.The study used questionnaires,interview method,and case study method,with the aim of statistically analyzing the current situation of problem posing teaching of middle school mathematics teachers in schools of different levels.The questionnaire survey found that the overall level of problem posing awareness among middle school mathematics teachers was high,but the proposed problem situations were heavy on expansion rather than inspiration;urban teachers performed better than township teachers in problem posing.The case and interview analysis concluded that classroom questioning favors formal questioning and ignores meta-cognitive questioning;classroom questioning emphasizes external inspiration and ignores internal inspiration;teachers emphasize classroom problem solving and ignore student problem posing.Through in-depth classroom observation and analysis,I found that teachers generally had insufficient knowledge and improper operation of heuristic teaching.The main focus is on teachers’ difficulties in asking classroom questions,problem situations that are "uninspired" and cannot guide students to ask meaningful mathematical questions.Therefore,the key to improving classroom efficiency is to investigate and study the potential difficulties of teachers in problem-solving practice in conjunction with the guiding ideology of heuristic teaching.Some teachers have a solidified mindset and a weak sense of innovation;teachers’ professionalism is lacking;school evaluation is oriented to results rather than processThe inspiration from the survey and analysis is: focus on creating heuristic problem situations;actively carry out "problem posing" teaching and research training activities,effective guidance from experienced teachers and experts will improve teachers’ teaching beliefs;fully understand students’ problem posing ability in cognitive and affective dimensions,and fully pre-design all aspects of teaching;expand problem posing teaching resources through multiple channels to enrich teachers’ knowledge base;and expand teachers’ knowledge base.The teaching resources are expanded in multiple channels to enrich teachers’ knowledge reserve,and the evaluation and reflection of problem-posing teaching are enriched to promote the "renewal" of teachers’ teaching knowledge.