Research On Teaching Strategies Of Reduction Thinking Based On Math Problem Solving Ability Of Senior High School Student

With the continuous advancement of the new curriculum and the new college entrance examination reform,higher requirements are put forward for the mathematics problem-solving ability and the mathematics core literacy of high school students.However,through the author’s observation and investigation,it is found that students have the following problems in the process of mathematics learning:(1)Many students have not developed good problem-solving habits;(2)Students have obvious defects in their mathematical problem-solving ability;(3)Students cannot flexibly use the thought of transformation to solve problems;(4)The teaching effect of the thought of transformation of teachers is not ideal.In response to the above questions,the research questions of this article are put forward:(1)How are high school students’ ability to solve problems using the idea of reduction?(2)Can the teaching of transformation thinking effectively improve students’ problem-solving ability?(3)How to improve students’ problem-solving ability through the teaching of transformation thinking?First,the literature analysis method is used to sort out the research status of this selected topic,and the theoretical basis and research framework of this article are determined,and the questionnaire survey method and teacher interview method are used to evaluate the students’ ability to solve the problem and the ability of the method to solve the problem.An investigation of the current teaching situation found that students have the following problems:(1)Most students’ problem-solving thinking is in a single-point and multi-point structure,and they do not have a related and expanded abstract thinking structure;(2)Most students are solving the following mathematics There are obvious shortcomings in the dimension of problem ability: the ability to choose problem-solving strategies,the related ability of problem-solving ideas,and the ability to implement the problem-solving process;(3)Some students have not mastered the learning method of transformation thinking,and will not use it flexibly Solve the problem;(4)More than 60% of the students will not meta-cognize the problem-solving process and lack the awareness of reflection and summary after solving the problem.According to the results of the questionnaire survey,the main factors influencing students’ use of reduced thinking to solve problems are analyzed as follows:(1)There is a fixed mindset when solving problems;(2)The lack of a systematic knowledge structure;(3)The lack of ability to represent the problem;(4)Lack of problem-solving awareness of problem transformation;(5)Lack of awareness of problem-solving methods;(6)Lack of meta-cognition of the process of problem-solving;(7)Insufficient self-efficacy of students.According to the results of teacher interviews,five factors influencing the teaching of transformation thinking are analyzed:(1)The content of transformation thinking in textbooks is relatively fragmented;(2)teachers have not formed a systematic cognition of transformation thinking;(3)Teachers don’t pay enough attention to the teaching of transformation thinking;(4)Teachers have not mastered the teaching methods of transformation thinking;(5)Teachers cannot combine the thought of transformation with problem-solving teaching.According to the results of questionnaire surveys and teacher interviews,combined with specific teaching cases,the teaching suggestions of transformation thinking are given:(1)Mining transformation thinking in the process of generating knowledge;(2)using transformation thinking to connect knowledge points in series teaching(3)Use mind maps to help students build a knowledge system;(4)In-depth analysis of problem transformation ideas in the process of problem-solving;(5)Cultivate students’ metacognitive ability in the process of problem-solving;(6)Use variants The teaching conducts the consolidation and training of the idea of transformation;(7)guides students to reflect on and summarize the process of transformation after solving problems;(8)guide students to explore a variety of transformation ideas when solving problems.Finally,the teaching strategy of transformation thinking is applied to teaching experiments,and SPSS software is used to conduct independent sample t-tests on the pre-and post-test data of the teaching experiment.It is found that there is a correlation between the teaching of transformation thinking and the students’ mathematical problem-solving ability.This shows that this article The proposed teaching strategy of reduction thinking can effectively improve students’ mathematical problem-solving ability.