A Study On The Current Situation Of Middle School Mathematics Teacher 's Problem Design Ability

In the teaching of mathematics, mathematical questions are designed to trigger students’ thinking and exploration. Therefore it is very significant to study "the design of these questions". Although there are already many deep-going researches on the topic of "question solving" in China, not much has been made on the design principles for the mathematical question, its methods and processes, etc., which are closely related to class organization.This paper studies mathematics teachers’ability to design the problem for the middle school class in the following three aspects. Firstly, a questionnaire survey is made to get a general picture about these teachers’design abilities for now. Secondly, this paper intends to find out the similarity of those excellent cases; Finally, some advice is given for the problems reflected in the questionnaire. This study obtains the following conclusions:(1) About the teaching idea, most of the teachers to understand the concept of new curriculum reform, but in terms of actions, a little. But as a whole, the present status of teachers in the big idea is worth for sure.(2) Design awareness about the problem, the teacher think the problem is very important to design, have good design consciousness, but only on important occasions, teachers can better implement.(3) About problems in the teaching material design, there are many teachers may not have carefully thought about this question, in addition to high school teachers, satisfaction with the design of teaching material is higher than the junior high school teachers.(4) On the design principle, though teachers know some theory, but not well implemented into action, especially design is scientific, enlightening, open problem. In addition, junior high school teachers than high school teachers prefer open questions.(5)More than half of the teachers do better, but there is still a part of the teachers didn’t attach importance to this aspect.(6) On the evaluation of their own problems design level, a third of the teachers are not sure, this remind the teachers should pay attention to more problems in design, understand their design aspects of the advantages and disadvantages in the problem.(7) About the problem design way, the teacher is the most common of the way to design problem "the design of the reference books or others, oneself make a little change".(8) About the problem on the basis of design, the teachers basically from three aspects to consider, namely the teaching goal, students’ existing knowledge and experience, the teaching content.(9) For the purpose, the teachers think the problem design mainly has the purpose of "guide and inspire students to think about", "reflects the formation process of knowledge", "stimulate students’ interest in".(10) On the design difficulties and solve, teachers to design problem encountered difficulties is varied, but the lack of teaching design theory of knowledge "account for a large proportion. The difficulty of the more junior high school teachers lies in the lack of theoretical knowledge, but more difficulties in high school teachers is to have no time to their own design. In addition, the teachers meet with difficulties, teachers tend to yourself to find information to solve the problem.(11) For good teaching design, teachers have made elaborate design to the problem, more a lot of teachers’ teaching design is the design of the throughout, and elaborate the meaning of each question design, it shows that they really did meticulous thinking for each question.