Practical Research On Teaching Of Mathematics Problem-posing In High Schoo

the High School Mathematics Curriculum Standards(2017 edition revised in 2020)require teachers to improve students’ ability to analyze and solve mathematical problems,enhance students’ ability to express and communicate mathematically,and enable students to independently acquire mathematical knowledge.Based on the practice of proving that the teaching method proposed by mathematics problems can effectively achieve the goal of curriculum standards,this paper conducts research on the teaching practice of high school mathematics problem proposing,and discusses the influence of the teaching method proposed by the problem on students and teachers.This study mainly adopts the literature research method,questionnaire survey method,interview method and classroom observation method,and takes the part of high school mathematical function as an example to carry out the practical research of teaching high school mathematical problems on the basis of constructivist learning theory,recent development area theory and Polya problem solving theory.Firstly,by analyzing the relevant literature,the author sorts out the relevant mathematical problems and puts forward a teaching plan.Secondly,some mathematics teachers in the practice school were interviewed to understand the learning situation of the students in the practice class,and designed a teaching plan based on the basic learning situation of the students.Then,referring to the research of predecessors,two sets of "Questionnaire on Interest and Situation of Function Learning for High School Students" and "Proficiency Test Sheet for High School Students’ Mathematical Problem Proposal" were compiled.Finally,the teaching practice is carried out according to the teaching plan designed by the author,and the students are tested before and after the teaching practice.Finally,the scores of the test paper of the students before and after are compared,and the following conclusions are finally reached according to the students’ practical performance,teachers’ reflection after class,and communication with students:1.In the process of teaching practice,teachers will face some difficulties,including insufficient teaching experience in mathematics problems and unfamiliar teaching methods;Insufficient classroom control over problem asking;The math problems that students ask in class are inconsistent with what the teacher is teaching.2.Mathematics problem teaching can enhance students’ interest in function learning,but the effect is not obvious,and students’ problem-solving ability also tends to increase when facing various problem types of functions.And it can effectively improve students’ ability to ask mathematical problems.3.This research helps students to think positively,diverge thinking,deepen students’ understanding of learning content,exercise and improve students’ expression ability,cultivate students’ independent thinking habits and cooperative learning ability,and stimulate students’ interest in learning mathematics.4.The teaching practice of mathematics problem proposal can effectively improve the competence of teachers,provide novel teaching methods for teachers’ function teaching in the future,and mathematics problem proposal teaching can also be used as a means to diagnose and evaluate teachers’ mathematical understanding.In summary: the teaching of mathematical problems has a certain impact on teachers and students.It is clarified that teachers can carry out teaching of mathematical problems according to specific conditions in the future teaching process,which is conducive to stimulating students’ interest in mathematics learning and promoting the improvement of students’ abilities.At the same time,it is also conducive to improving the professional quality of teachers themselves.