Research On Question Design In Senior High School Math Teaching Class

In New Curriculum Reform, the subjectivity and creativity of the students should be given full play in math teaching.To arouse the learning interest and activeness of the students, class questioning is indispensable. Effective class questioning requires proper question design,so how’s the question design in the current practical teaching and how to conduct the question design in class are the focuses of this research. Based on the process of "Practice--Observation--Self-examination--Optimization--Re-practice--Re-analysis--Conclusion",this thesis conducts the research on the question design in the math teaching class of senior high school in order to enhance the question design capability of the teachers and promote students’ participation in class.Firstly, the writing background, research issue, basic thinking and research significance are illustrated and then the concepts of "Question", "Mathematics Teaching Design" and "Mathematics Question Design “are defined.Secondly, to study the actual situation of question design in math teaching, the teaching of "the Sum of the First n Terms of an Arithmetic Progression" was observed and the following weak points were found: ① insufficient preparation; questioning is casual.② The questions are mainly memory-dependent and the answers are fixed.③ A few questions are too deep and too difficult and lack of thinking steps.④ Evaluation feedback is monotonous and lack of incentive. After analysis, the reasons are: ① the awareness of question design;② the capability of question design;③ the teacher’s understanding of the students;④ language expression and thinking ability.Thirdly, according to the weak points of question design in practical teaching and based on the literature research, the practical teaching experiences and reflective abstraction,five principles of question design are proposed:Purpose,Pertinence,Gradient, Sustainability and Real-time and two strategies are proposed as well: ①Situational Design ② Question Chain Design.Fourthly, these principles and strategies are put into practice to improve the teaching questions of "the Sum of the First n Terms of an Arithmetic Progression" and then re-practice and re-observation are conducted.Finally, the two observations of the math teaching classes are compared and analyzed to draw a conclusion that by following the five principles and two strategies, the teachers can enhance their question design abilities to design the teaching questions of high quality,which can trigger full participation of the students in the class, train and develop the thinking capability of students and improve teaching effects in the class. Key words: Question Class Teaching Question Design Class Participation...