The Design Of The High School Mathematics Classroom Problem Chain

Asking questions in the classroom teaching is a main way of communication between teachers and students. In the Math classroom teaching in senior high school, it is questions or a series of questions that are usually used to organize teaching by math teachers. However, the questions raised are often unsystematic, which are actually not worth puting forward. Therefore, it makes an urgent problem demanding to be sloved to enhance the validity or efficiency of a chain of questions raised in the Math classroom teaching.Based on analysing, figuring out and summarizing the existing study concerning questions and asking questions, this article did such research as follows.Firstly, in order to have a deep research for this project, I analyzed the current phenomenon that math teachers question students in open classes and daily classes through qualitative research and quantitative research, which include two common tpyes of classes, that is, new lessons and exercise classes. After doing quantitative analysis and study of questions, I found that almost in every procedure of teaching do math teachers give their lessons by asking questions, where factual questions and comprehension questions are more often used when giving new lessons while less evaluative questions are raised, and where more reflective and inspiring questions are used in exercise classes. Then, I did qualitative analysis and study of questions raised in the teaching situations, finding that with the original core issues provided by the teaching materials, a chain of questions with his or her own unique characters in the teaching process was formed by ’re-creation’ in Math, but at the same time, some phenomenons also exist that practice of asking questions is not in coincidence with the rules of development of students’ cognition, for example, questions are too difficult for students which are beyond their Zone of Proximal Development, teacher’s questioning at random can interrupt students’ way of thinking, and teacher’s repeating insignificant questions again and again or teacher’s unclear description of the questions can make students puzzled about how to solve problems.Secondly, through the literature review as well as my teaching experience, this study pointed out the principles for designing a chain of questions in Math classes. In addition, the strategies for designing a chain of questions in Math teaching as to the four aspects---preparations before the class, designs for the core chains of questions, presentation of a chain of sub-quesionts in the class and self-examination after class, were put forward, thus providing a methodological instruction for the following study of practice.Finally, through practice research, a study of practice aiming to enhance the validity or efficiency of a chain of questions raised in the Math classroom teaching was conducted. Being both a researcher and a executant, I took three turns of practice, gradually examining and perfecting the principles and strategies for designing a chain of questions in Math teaching which were mentioned above. After doing such research and study, I drew three conclusions as follows. To begin with, the design for a chain of questions must represent the concept of ’two basic purposes’ of Math teaching, and meanwhile it also should include instructive exercises which are led by Math spirits, way of thinking and methods. Besides, it should be flexible for math teachers to decide what degree subchain of questions is prepared to, and full preparations about changes in math exercises should be made ahead of time, but as to the subquestions of open core questions, setting the important instrustive directions is the only thing to do, so as to mke it easiler to practice. What’s more, adequate time must be allowed for students to think over questions and then subquestions can be raised according to what students has answered before. My study and practice about the subject can help me improve my teaching abilities, and also help me make it clear that in which direction I should go on carrying out my study and research.