High School Mathematics Teaching The "chain" Of Design Research

The realization of teaching aim and improvement of the teachingefficiency in class depends to a great extent on how to designquestions, and "question chain" is a common way to design questions.There is a lot of research at home and abroad about “question chain”,but the research in terms of "question chain" is quite less; and theproblem of traditional design in high school in the use of mathematicalteaching has had some errors. Therefore, the research of "questionchain" design is of a practical significance. This paper focuses on thestudy of the theory of question designing in the field of mathematicsteaching and explores how to effectively design the “question chain” inthe teaching; this paper mainly discusses principles, strategies, andbasic forms of “question chain" designed in the high schoolmathematics teaching.This paper firstly defines the concept of "question chain" andexpounds the research from "problem raising" and "problem solving" inthe teaching. Then, based on the psychological theory of the Zone ofProximal Development and Constructivism learning theory; andcombined with own teaching practice, the paper puts forward"problem chain" design principles, strategies and construction the basicform of chain according to high school students cognition level. Thispaper takes three specific teaching cases in function teaching, tryingto guide the specific question design with "problem chain" designtheory; and Finally, there is an experiment on "question chain" design inthe way of test and questionnaire, and make a careful analysis andstatistics of the results to provide some useful suggestions and referenceto question designing in the teaching.