The problem is the core of mathematics. With problems, thinking has direction, motivation and innovation. A good mathematical problem situation can concentrate students' attention, arouse their thinking enthusiasm, arouse students' more associations, and easily stimulate students' existing knowledge, experience, emotion and interest, so as to participate in the process of knowledge acquisition and problem solving more independently, thus improving students' ability to analyze and solve problems and improving classroom teaching efficiency. Therefore, it is necessary to create problem situations in senior high school mathematics teaching. Keywords: scenario creation; Multimedia; Self-study environment; efficiency
"Mathematics Curriculum Standards" clearly points out that in the new round of curriculum reform, to improve the way of teaching and learning, teachers should create appropriate problem situations, so that students can take the initiative to learn, independently discover the laws and solutions in mathematics, and let students experience the process of exploring new knowledge. Because high school students have a certain understanding and logical thinking ability, teachers can create appropriate problem situations to carry out teaching activities such as inquiry and discussion, and urge students to explore scientifically and rigorously in the problem situations to achieve the purpose of solving problems, thus improving students' ability to analyze and solve problems and improving classroom teaching efficiency. The author will elaborate the creation of problem situations in senior high school mathematics teaching from the following aspects.
First, the importance of problem situations in mathematics classroom teaching
1. Create problem situations to stimulate students' interest in learning mathematics.
Psychologists believe that interest is a person's conscious tendency to explore knowledge and know things. Only when students are interested in learning can they show initiative, enthusiasm and creativity. In order to truly take students as the main body, mathematics teaching should be guided by stimulating students' interest in mathematics, making mathematics learning a vivid, positive and personalized process. In mathematics classroom teaching, teachers generally do not arouse students' interest in learning. If teachers can create interesting and exploratory question situations according to the teaching content and students' intellectual development level, they can often arouse students' curiosity, attention and thirst for knowledge, cultivate students' strong interest in learning, make students learn actively, help cultivate students' good emotional attitude and stimulate students' enthusiasm for learning mathematics. 2. Create problem situations and cultivate students' cooperative inquiry ability.
We know that teaching activities are not a simple process of "giving-absorbing". In classroom teaching, teachers should be the promoters of students' learning activities, not the givers of knowledge, which requires teachers to create appropriate teaching problem situations and effectively build a platform for students to develop their cooperative consciousness and ability, so that students can learn together.
Learn new knowledge in practice and construct knowledge in exploration. Through the problem situation, let students feel that cooperation is a learning need, and inquiry learning is an effective way to acquire new knowledge, and gradually cultivate students' awareness of cooperation and inquiry.
3. Create problem situations and cultivate students' problem consciousness.
The so-called problem consciousness refers to a kind of thinking habit or psychological state in which students ask, question, change and develop problems in a certain situation. The new curriculum standard regards "whether you have problem consciousness, whether you are good at finding and asking questions" as an important criterion to evaluate students' ability. Psychological research shows that students' thinking activities begin with problems and develop in solving them. Mathematics is a science with strong logical thinking. Finding and solving problems is an important aspect of students' thinking activities. Therefore, cultivating students' "problem consciousness" is of great significance to cultivate students' logical thinking ability and innovative mathematics talents. Creating problem situations is to expose students to the atmosphere of problem research, and to let students actively discover, ask, analyze and solve problems, thus cultivating students' problem awareness.
4. Create problem situations and cultivate students' innovative consciousness.
With the deepening of the new round of curriculum reform, improving students' innovative consciousness and innovative ability is an important topic for our math teachers, and examining students' innovative consciousness is also the direction of the college entrance examination proposition. Innovative thinking is a creative thinking process that uses the unique essence and laws of the human brain to find out new connections between things, form new conclusions and seek knowledge. In teachers' teaching, by creating problem situations, we can mobilize every student's sense of participation, encourage students to express different opinions, guide students to put forward challenging new questions, pave the way for innovation, and gradually cultivate students' innovative ability. Second, the principle of creating problem situations
Problem situation teaching is a very effective teaching method to cultivate students' cooperative ability and innovative thinking ability. To successfully implement problem-based situational teaching, we must follow certain principles. Based on the effectiveness of classroom teaching, I think the following four principles should be followed in creating problem situations.
The first is the principle of pertinence. When creating problem situations, teachers must stick to the content of this lesson, don't be mysterious, don't digress too far, be able to reveal mathematical concepts or laws, be directly conducive to solving problems learned in class, be conducive to stimulating students' enthusiasm for thinking, and reflect the typicality and representativeness of problem situations.
The second is the principle of moderation. The design of problem situations should proceed from reality and give consideration to the recognition of most students.
The level of knowledge should be for all students, not for a few. We should not only consider the teaching content, but also the individual differences of students, and pay attention to reminding students with the angle and method of setting questions, so that each student can develop and gain in the teacher's situational design teaching.
The third is the enlightening principle. The question is not how much, but whether it is enlightening, whether it can touch the essence of the problem and guide students to think deeply. First of all, students should be given some time and space to think, and they can be appropriately inspired or prompted when necessary. Teachers' inspiration should follow students' thinking rules, and students should not be forced to think according to the methods and ways put forward by teachers.
The fourth is the principle of interaction. The problem situations designed by teachers should make students constantly ask new mathematical questions and new questions with research value, let students constantly construct new knowledge, keep the continuity of thinking, and really let students always actively participate in the classroom instead of waiting for the emergence of problems. Third, strategies and cases of creating problem situations
1, create problem situations with fun games. For example, the approximate solution of the equation is obtained by dichotomy. Today we are going to play a guessing game. The price tag of this ballpoint pen in my hand is an integer of 5~ 15 yuan. You can guess its exact price, and I will give you an answer that prompts "high", "low" or "correct". Who can answer the price of this pen accurately and quickly? Use interesting games in life to create problem situations, stimulate students' interest in learning, and enable students to actively learn in a relaxed and happy teaching situation, and develop their emotional attitude and general ability.
2. Use allusions to create problem situations. For example, the sum of a segment in a geometric series. Chess originated in ancient India. According to legend, the king wanted to reward the inventor of chess and asked him what he wanted. The inventor said, "Please put 1 grain in 1 grid, 2 grains in the second grid, 4 grains in the third grid, and so on. The number of grains in each grid is twice that of the previous grid until the 64th grid. " The king readily agreed. Can the king keep his promise? This case uses allusions to ask questions, which arouses students' curiosity, drives students to think positively and produces the desire to explore. Students are very interested and soon enter the state of active learning.
3. Contact with real life and create problem situations. Such as: mean inequality. A shopping mall is selling goods at reduced prices before the festival, and plans to reduce prices twice. There are three schemes: Scheme A, 20% off for the first sale and 30% off for the second sale; Plan B is 30% off for the first time and 20% off for the second time. Which scheme reduces the price more? The problem situation in this case is close to life, which creates a process of observation, association, abstraction, generalization and mathematics for students. In such a practical problem situation, students will definitely want to learn and enjoy learning.
Active learning.
A large number of teaching practices have proved that problem-based situational teaching is one of the effective ways to improve classroom quality. In mathematics classroom teaching, teachers can flexibly handle various problems in the teaching process and carefully create various teaching problem situations, which can cultivate students' interest in learning, stimulate students' desire for knowledge, arouse students' enthusiasm and initiative in learning, urge students to find problems as explorers, sum up laws, improve students' ability to solve practical problems with knowledge, and make classroom teaching colorful and lively.
In short, creating appropriate problem situations in mathematics teaching can not only stimulate students' interest in learning, give full play to students' subjective initiative, improve the quality of classroom teaching, but also cultivate students' practical operation ability and thinking ability, so that the classroom can truly become a position for students' free development. Although there are still many problems in our new curriculum reform at present, as long as we deeply understand the spirit of the new curriculum reform, accurately grasp the essence of the new curriculum reform, constantly explore and actively innovate in practice, I believe that we will be able to create a teaching situation that conforms to students' cognitive laws, is close to life reality and closely follows the learning theme, so as to improve the efficiency of mathematics classroom teaching and realize efficient classroom.