The Applied Research Of The "Question Chain" In Teaching Geometry For The Grade Nine

The question is the source of thinking and the engine of thinking.The effectiveness of question setting is the core in the effective classroom teaching.The“question chain" of teaching method in question regards the production,the formation and the development of knowledge as the main line,aiming at training students' thinking ability,and using the bilateral activity between teachers and students as the basic form,which is one of the effective methods to inspire students' thinking activities.How to combine the "question chain" teaching method with the geometry teaching of junior middle school to make the students who are learning the knowledge about geometry more efficient and the teaching activities more effective.It is worth the discussion and the study for our educational workers.Firstly,this research is through the methods of questionnaire investigation,interviews and classroom observation,and makes the investigation and analysis from three perspectives-the students,the teachers and the classes,which is about the uses of "chain" in junior high school geometry teaching.Secondly,this research proposes the principles of designing the “question chain":the objective principles,the principles of relevance,the instructive principles,the heuristic principles,the step principles and the exploratory principles,on the basis of constructivism and the theory of the zone of proximal development,which combines with the characteristics of junior high school geometry teaching and its practical experience according to the theory of "Five reasons" on designing and the Van Hieles' theory.And it generalizes the types of the “question chain: the situation chain,the analogue chain,the variable chain,the ladder chain,and the summary chain,which conforms to the geometric cognition level for the junior high school students.Thirdly,I will infiltrate the teaching of the “question chain " into the geometry teaching for the third-year middle school students and test the effectiveness of the" question chain " teaching.Also,I will make the teaching case analysis from five dimensions,about the concept of geometry,geometric theorematic teaching,drawingteaching,geometric proof teaching,geometric and practical application,and summarize the relevant designing strategies about the “question chain".Finally,I make statistics about the first and late geometric grades from the two classes(experimental class and control class)and the questionnaire survey data(the junior school students' interests in learning geometry),using the application of SPSS software for the significant comparative analysis;and then I conclude: making use of the teaching of the “question chain" is effective for improving the third-year middle school students' geometry grades,which is helpful for them improving the interests in learning geometry.There are the following recommendations:The "question chain" design proposals: 1.Grasping a center and basing on three starting points.Regarding the students as the center,combining with the psychological characteristics of junior high school students,basing on the students' interests and desires,and conforming their original cognition;2.Adhering to the five principles and carrying out the five strategies.Insisting the principles of target,relevance,enlightenment,step and exploration,and impelling the following strategies :designing the question chain in students' understanding of "interest point";designing the question chain in “connection of knowledge cohesion”;designing the question chain in the "product point" of knowledge formation;designing the question chain in the "key points" of the knowledge summary;designing question chain in the "hierarchy point" of the knowledge application.3.Permeating mathematical thoughts and Feeling the methods of thoughts.The suggestions of teaching the "question chain" : 1.Designing carefully the "question chain",and using the questions as guide;2.Providing the reasonable answers,focusing on the students' generation and using the questions to promote the students to ask.