Research On Senior High School Mathematics Problem Solving Teaching Under Core Literacy

With the continuous deepening of the reform of the new curriculum,the students’ core literacy has always been the focus of teaching attention of teachers,and it is also the basic requirement proposed by the new era.Problem-solving teaching is one of the main forms of classroom teaching,and it is also an important carrier to implement the core literacy of students.Therefore,it is necessary to study problem-solving teaching under core literacy.In this study,students and mathematics teachers in a demonstration of a city in Henan Province were selected as the test,the core literacy level and problem-solving ability of high school students through the form of test papers and questionnaires and the current status of teachers’ problem-solving teaching.Then,based on the results of the investigation and analysis and combined with the Polya problem solving theory,we propose the problem-solving teaching strategies and student learning strategies under core literacy.Finally,the problem-solving teaching case is based on the above two core literacy.The survey results are as follows:First,compile student test papers and divide core literacy coding,score and problem-solving ability levels for test questions.Study selected two types of classes in Z school,a total of 148 students for testing.The test results showed that: Students’ six core literacy development is uneven,of which mathematical modeling,intuitive imagination,and mathematical computing literacy levels are low;students have a poor grasp of analytical geometry and function-related knowledge and the differences between different classes types are large;most students have poor ability to respond to comprehensive situations,have a general ability to solve problems,and have obvious polarization.Second,the student questionnaire is preparation,and the study status and thinking and values of students in the classroom of problem-solving teaching class are collected.A total of 640 student questionnaires were collected,and 633 valid questionnaires were screened,with an effective rate of 98.9%.The results of the student questionnaire show that half of the students have failed to make full use of classroom time,and the problem-solving efficiency is low;the individualization differences between mathematics and values are obvious and have been greatly affected by grades and gender.Third,to compile a teacher questionnaire,investigate the understanding of core literacy and the implementation status of the problem-solving teaching,and issue a teacher questionnaire online through online,recover 96 copies,screen for 88 valid questionnaires,with an effective rate of 91.7%.The results of the teacher questionnaire show that most teachers have a certain understanding of core literacy,but only some teachers attach great importance to the cultivation of the core literacy of students;most teachers still adopt traditional teaching models in problem-solving teaching,such as the teaching method and question and answer method,so that students lack the opportunities for independent inquiry and cooperation and exchanges;some teachers’ problem-solving teaching and design lacks the importance of education theory support and ignoring the reflection process after class.The results of the above survey show that the penetration effect of the core literacy in the current problem-solving teaching classroom is not good,and the value of problem-solving teaching has not been fully exerted.Based on the above survey results and combined with the theory of Poly’s problem-solving theory,on the one hand,the problem solving the problem for teachers is proposed to solve the problem.teaching strategy:(1)Preparation before class should be done: teaching design highlights the overall ness,penetrates the core literacy;Teaching goals reflect the hierarchical levels,and implement the teaching of the reason and improvement;The deformation of the exercise focuses on the scientific nature and diverges the problem of problem.(2)Classroom teaching should be done: the introduction stage before class,setting up specific situations,and stimulating interest solving interest;Understand the question stage,optimize the habit of review,and get the idea of solving problem;Formulate the planning stage,encourage bold conjecture,expand the thinking of solving problems;Implement the planning stage,regulate the problem-solving steps,and improve the quality of problem solving.(3)After-school evaluation should be achieved:retrospect the difficulty of solving the problem,and achieve breakthrough one by one;Actively exchange experience and consolidate the problem-solving process;Pay attention to reflection after class and strengthen self-assessment.On the other hand,in order to make the implementation of problem-solving teaching better,the learning strategy for students is proposed: Dig in the essence of knowledge and consolidate the foundation of problem solving;Analyze the conditions of the topic,comb the idea of understanding the questions;Optimize computing skills and improve the speed of problem solving;Inductive general method to improve the efficiency of problem solving;Implement rolling review to consolidate problem solving skills;Analyze the cause of wrong questions and accumulate problem solving experience.Based on the above strategies and combined with Polya problem-solving theory,“The inextricable bond of ellipse and circles” and “the index function and the number function in the new situation”,two core literacy teaching cases are designed,Adopt the teaching process of "situation introduction-asking questions-formulation plan-execution plan-variant training-review reflection",and implement problem solving teaching in detail.In order to cultivate students ’ability to solve problems and develop students’ core literacy.Then interviewed 3 high school mathematics teachers in front-line teaching to inquire about their opinions on the designed cases.Provide a certain reference value for mathematical teachers’ problem-solving teaching design.