On problem solving teaching Preliminary.docVIP

On problem solving teaching Preliminary First, select a good question for the key to problem-solving teaching In the classroom teaching design “good” is extremely important in each lesson, the problem should strive to do in each lesson, the problem should strive to achieve: ① contains clear teaching concepts or skills, ② can be extended or expanded to the mathematical knowledge of the unit, ③ with a variety of solutions, it is a good question should have the following characteristics: 1, from the learner’s point of view, “good question” must have acceptability, barriers and explore, acceptability refers to the problem easier for students to understand what is asked, to have a certain sense, is easy to cause students to issues, requirements obstacle is the issue in line with Vygotsky’s zone of proximal development theory, that is the problem solution is not obvious, there is no ready-made method available but is not related to the content has been learned have some contact problems, inquiry is that students can explore, and the inquiry process have clear values, such as the value of secondary school mathematics teaching content, thinking of the value or the value of humanities. 2, from the teachers point of view, “good question” should be controllable, controllability is the instructor of the selected part of the problem in trying to be able to guide the activities of the students teaching centers around the proper control and induced to able to do this can be put, and acting freely. 3, internal view of mathematics, the problem may be with nature, openness. Can be selected by nature is a problem to have new problems or new knowledge of the growing point, to change the conditions resulting in some new problems, or problems to migration, deformation, or change the angle of thinking there are different solutions. Second, the problem-solving into the classroom is an important guarantee of teaching. Choose a good question, teachers must creat