-1- Summary of experimental research results on the application and effectiveness of classroom problem-based teaching method. Topic: Experimental study on the application and effectiveness of classroom problem teaching method. Category: the approval number of the 11th Five-Year Plan of Dingxi Education Science. : DX(2008) Project Leader G 12 1: Wang Xiaoping's unit: Participants in the research group of Jiaotong Road Middle School in Dingxi City, Gansu Province: Shang, Liu Guangrui 1. Research background The implementation of the new curriculum reform in junior high school mathematics has put forward new requirements for modern education. Compared with previous courses, the new junior high school curriculum has four aspects: curriculum function, curriculum structure, curriculum content and curriculum setting. In the way of learning: change the receptive learning and passive learning under the background of exam-oriented education and replace them with cooperative learning, autonomous learning and inquiry learning; In terms of teaching methods, the focus of teachers' knowledge structure development has shifted from professional subject knowledge to subject teaching method knowledge, and the focus of teachers' work has shifted from paying attention to academic performance to paying attention to students. To this end, our research group put forward the subject research of "the application and effectiveness of classroom problem teaching method". The purpose is to explore effective ways to cultivate students' autonomous inquiry learning ability. Second, the significance and task of the study (1) The significance of this study is 1. Theoretical Significance The theoretical significance of this study lies in: enriching the theory of problem-based teaching method, and the specific significance is as follows: -2-( 1) the idea of layered education, that is, dividing students according to their different knowledge accumulation, knowledge structure and ability. For students of different levels and groups, students of different levels have their own achievements, so that the underachievers have enough to eat, the average students have enough to eat, and the excellent students can think. (2) Develop the concept of personality education. When setting questions or students' own questions, set more open questions, leave blank points in the questions, and encourage students to think from different angles and according to different personal experiences. Respect students' individuality and individual differences, encourage individual innovation and develop students' innovative ability. 2. Realistic significance (1) Emancipate education, liberate education from the shackles of traditional indoctrination teaching, and open up a new path for the exploration of educational methods and concepts. (2) Change the disadvantages of traditional teaching, which is oppressive and single-line, and truly reflect the requirements of student-centered and teacher-led under the new curriculum reform. (3) Change students' cognition of knowledge, so that students can internalize what they have learned and use it to guide real life and external practice, so that they can independently discover, explore and solve problems by using what they have learned. (4) Make students internalize learning as a kind of survival ability, reconstruct knowledge cognition, and use "clinical method" to test students' enthusiasm and initiative in this learning process. Participate in and improve students' academic performance. (5) Cultivate and develop students' personality, comprehensively improve students' quality, and vigorously develop students' creativity and innovation ability. (2) The task of this study can be divided into two aspects: first, teachers' teaching quality; Second, students' learning ability; 1. Teachers: -3-( 1) is conducive to the renewal of teachers' ideas. How can teachers update their teaching concepts, create problem scenarios according to classroom content, stimulate students' interest in independent inquiry, and strive to make students the main body of learning? (2) How can teachers guide students to dig valuable questions hidden in textbooks? For some valuable problems hidden in textbooks, it is often the focus and difficulty of textbooks. How teachers guide students to discover these valuable problems and cultivate students' sensitivity to these problems is also one of the keys to the success or failure of problem-based classroom. (3) How can teachers guide students to develop questions? A question raised by a student often leads to another more valuable question. Teachers can correctly guide students to expand their thinking in teaching. Stimulate students to think positively. (4) Encourage teachers to explore new teaching modes. How do teachers organically integrate students' questions into classroom teaching? In the course of class, teachers put forward many questions to students, but for many reasons, they were not summarized and sorted out in time, which led to the lack of internal connection between students' questions and follow-up teaching. So the query belongs to the query, and the class still follows the original process. Students often feel that they have come on impulse. We urgently need to explore a new teaching model. (5) It has effectively promoted the teaching reform in our school, promoted the learning of teachers, expanded the ranks of teachers and trained young teachers. The main members of this research group are mostly young teachers, and it is of great benefit to the growth and cultivation of young teachers through research. 2. At the student level: (1) solved the problem that students were forced to question. I haven't formed the psychological preparation and intention to question some students. Due to the external requirements of the teacher, I have to ask some questions that have little to do with the content of the textbook, which not only wastes time, but also makes students lose interest in learning. -4-(2) Improve the quality of students' questions. Students are willing to think and dare to question, but the quality of some students' questions is not high. Students' questions always stay on the surface and fail to return to the important and difficult points in the textbook. Students are not good at thinking and questioning. How to question? (3) How do students learn, ask questions and solve problems in cooperation? How should students raise and solve problems through effective cooperative learning, so as to improve learning efficiency? (4) How can students improve their oral expression ability and oral communication ability through cooperative questioning and doubts? How can students learn to express their views clearly in the process of cooperative questioning and improve their oral communication ability in the process of cooperative solution? The problem-based teaching method enables students to choose their own problems and directions according to their own characteristics and hobbies, which will be more efficient, make students easily interested in learning and enhance their sense of accomplishment. (5) Problem-based teaching is not only a teaching method, but also an effective learning method. Another task of this topic is to popularize problem-based learning methods for students to try and contact. Finally, accept and flexibly use this learning method to improve learning efficiency and better adapt to the requirements of the new curriculum standards for junior high schools. (6) After students gradually master and apply the learning method of problem-based teaching method, they will gradually internalize and apply it to other methods. Help them learn with problem-based teaching methods. This will improve their comprehensive learning ability. Iii. Research Methods and Process (1) The research methods mainly include action research, investigation research, comparative research, experience summary and literature research. Thus, the feasibility and main experience of problem-based teaching in junior high school mathematics classroom practice are obtained. (2) The research step 1, and the topic selection stage (2008 10- 12)( 1) is mainly to establish a research group. -5-(2) Learn and collect relevant information and analyze the current situation. (3) discuss and determine the topic. 2. Prepare to implement (65438+2009 1 0-July) (1) learning related problem-based teaching theory. (2) Special topic opening report meeting. (3) Summary of the topics in the first stage. (4) Analyze the staged experience. Revise the plan. 3. Continue the related research in the practical research stage (August 2009 -2065 438+ 10/). (2) Summary of the second phase of the project. 4. Concluding stage (February, 2065438+June, 2000) (65438) Research content: (1) This topic studies the design, practical application, operation and materialization results of the problem-based teaching method in junior high school mathematics classroom. (2) When the problem-based teaching method is applied to junior high school mathematics classroom, how to set inquiry-based questions and tasks suitable for the level of teaching objects and stimulate their interest and motivation. In mathematics classroom teaching, the introduction of new lessons, the presentation of theorems and the subsequent discussion, questioning is a widely used classroom teaching skill. How to "ask" and how to design questions deserves our attention and study. V. Research Results and Analysis (1) With the development of the project of "Experimental Research on the Application and Effectiveness of Classroom Questioning Teaching Method" which lasted for nearly two years, teachers have been studying, studying, developing and improving in the research. During the continuous practice and implementation of the research, -6- Based on the idea of keeping pace with the times, this project team has always paid attention to the latest educational theories and new ideas and continuously introduced them into the project research. The expected goal has been achieved. The main results and achievements of the study are as follows: 1. Theoretical research results (1) Problem-based classroom teaching is an effective way to implement the new curriculum standard (2) the idea of hierarchical education, that is, students are divided into different levels according to their different knowledge accumulation, knowledge structure and ability, and students of different levels and groups are asked corresponding questions. Finally, let students at different levels have their own gains, let the underachievers have food, the average students have food, and the excellent students have thinking. (3) Develop the concept of personality education. When setting questions or students' own questions, we should set more open questions, leave blank points in the questions, encourage students to think from different angles and according to different personal experiences, respect students' individuality and individual differences, and encourage individual innovation. Cultivate students' innovative ability. (4) Independent guidance, especially for underachievers. After asking questions that need to be explored, teachers should help students with difficulties in class, especially underachievers. It takes longer time and energy to help underachievers find a sense of accomplishment and build up their self-confidence. (5) Implementing appreciation education for students. Encourage students and affirm their progress. This effect is often better than the traditional suppression and abuse. 2. The achievements in concrete operation and practice (1) have been popularized and promoted through the research of the subject, which has promoted the teachers in the whole school to change their education and teaching concepts, fully implement the new curriculum standards and fully implement quality education; Teachers have enhanced their awareness of scientific research and popularized their knowledge of teaching and scientific research. Members of the project team, especially young teachers, have grown rapidly. They have participated in various teaching exchanges, seminars and trainings at the provincial and municipal levels on the reform of the new curriculum-seven courses for many times. They have achieved remarkable results in the quality class competitions and lecture video class competitions at the municipal and district levels, and many papers have been published in the province. In the city and other core journals at all levels, (2) teaching achievements have improved. In the class where the problem-based teaching method is tried out, students have a strong interest in learning and their quality is improved in an all-round way. In the experiment, most students actively participate in various forms of activities, showing positive performance and outstanding achievements. (3) Students' enthusiasm for learning has been significantly improved, and many underachievers have regained their confidence in the classroom of problem-based teaching method. Under the teacher's guidance and appreciation education, regain self-confidence, often ask questions to the teacher, finish the homework on time, ensure the quality, and complete the content of your own inquiry. The grades have improved. This report is for students who entered the school in the fall of 2008. Comparison of the results between the experimental class and the ordinary class in the final exam of the first semester in 2009; The average score and passing rate of the class are excellent; the second day (2) the second day of the ordinary class (7) the second day of the ordinary class (8) the report of the experimental class (1) is the students who entered the school in the autumn of 2009. 20 10 mid-term exam in the first semester, the comparison of the results between the experimental class and the ordinary class (2) Through theoretical study and research of the subject, as well as continuous concrete practice, the subject research has achieved many impressive results. The results are analyzed as follows: the average number of class categories and the excellent rate of passing rate (1); the first grade of ordinary class (2); the first grade of ordinary class (3); the first grade of experimental class (4); the first grade of experimental class (-8- 1). The overall quality of teachers needs to be further improved. The school attaches great importance to the construction of teaching staff, with 2 graduate students and 8 provincial backbone teachers. There are provincial and municipal academic leaders in all subjects, but the overall quality level of teachers is uneven. In order to carry out the experiment smoothly in the next stage, the school plans to take 35% of the backbone teachers in the school as the leader, so that the theory of harmonious teaching and the concept of new curriculum can penetrate into the hearts of every teacher and be applied to classroom teaching. 2. Further realize the harmonious development of students' comprehensive quality. As a whole, students at all levels should be developed. Excellent students should become top-notch through excellent talent education. We should always pay attention to middle school students so that they can make steady progress. We have done a good job at both levels. Transforming underachievers will be one of the central tasks in the next stage of our school education. Every underachiever has his own unique life experience. Only by applying the theory of life education can we seriously and objectively study their past and realistic background. Only by understanding the general law of students' psychological development in this period can we find the correct way to guide them to life. Through in-depth investigation, building trust, mobilizing all staff, not giving up, step by step, "Rome was not built in a day", the psychological scale of underachievers must be gradually removed through multi-stage education. The quality of the transformation of underachievers also depends on the degree of our work at each stage. It also depends on the depth of the final stage of the work. 3. Lack of systematic theoretical guidance. 4. The traditional stereotype has a strong atmosphere, which has an objective suppression and exclusion effect on research. In the future, we intend to continue to consolidate the development of experimental results, further deepen theoretical and practical research, make the harmonious atmosphere more deeply rooted in the hearts of the people, and really promote the development of our school.