Action Research On "Problem Solving" Teaching And Learning In Primary School Mathematics

Primary math "problem solving" is not a simple teachable skill,but an important mathematical ability."Compulsory Education Mathematics Curriculum Standards(2011 Edition)"(hereinafter referred to as "Curriculum Standards")proposes that "problem solving" is one of the general goals of primary school mathematics curriculum and teaching.The realization of this goal is not achieved overnight,but in the overall realization of mathematical problem solving teaching activities.Learning evaluation is an important way to obtain feedback on the effect of "problem solving" teaching and learning,and an important measure to promote the effective implementation of "problem solving" teaching and learning.Through learning evaluation,we can test and reflect on the process of mathematical problem solving,so as to improve the teaching effect of "problem solving" and students’ problem solving ability.However,looking at the current primary school mathematics classroom teaching,"problem solving" teaching is often simplified by teachers and students,ignoring the cultivation of students’ problem-solving ability.How to understand the effectiveness of problem solving teaching and learning? How to use learning assessment to improve students’ problem-solving ability? It is worth studying and thinking about.First of all,through literature research,to understand the research situation of primary school mathematics problem-solving teaching,and to clarify that the main problem that problem-solving ability training is difficult to effectively implement in primary school mathematics teaching is the lack of scientific problem-solving teaching evaluation,especially the lack of learning evaluation and evaluation in evaluation.Guidance,for this reason,proposed research on this topic.Second,conduct action research.Through two rounds of action research,based on the learning evaluation theory,problem-solving teaching is carried out in the process of primary school mathematics classroom teaching to discover real problems and propose corresponding two-round improvement measures.In the first round of research,we tried to apply learning assessment to primary school mathematics problem solving,found the existing problems and deficiencies,and then made improvements in the second round of action research.The second action research starts from the dilemma of the current problem-solving learning evaluation found in the first action research.Through two rounds of action research,it was found that the changes of teachers and students,one is the student side: the students’ problem-solving learning methods have changed,the students’ cooperative problem-solving ability has been effectively improved,and the students’ self-reflection and evaluation have been improved.The second is the aspect of teachers: the concept of teaching evaluation has changed,the effectiveness of teaching and learning evaluation has been enhanced,and the professional growth of teachers has been improved.In view of the above results,suggestions are put forward: design learning goals in consideration of individual differences,formulate scaffolding task lists based on learning conditions,give evaluation feedback with reference to learning standards,and provide opportunities to encourage students to participate in evaluation.