A Research On The Asking Mode Of "Six Questions" In High School Mathematics Classroom

It is well-known that problem is of vital importance to both mathematicians who have devoted their lives to math with no regrets,and students who are receiving basic education in high school classrooms.Ten problems in mathematics drive groups of mathematicians to learn,explore,discover,and innovate,such as P(polynomial algorithm)problem with NP(non-polynomial algorithm)problem,Geometric ruler and compass drawing problem,and Four Color problem.These groups of scientists are one or more of our high school students.High school education is a critical period not only for cultivating students’ independent thinking and independent exploration,but also for cultivating senior high school students’ innovative ideas and innovation capabilities.Therefore,high school students need to learn from mathematicians and use problems to drive learning.With full enthusiasm and eagerness for mathematics knowledge,they can use their existing knowledge and experience to exert their subjective initiative to explore mathematical knowledge and practice classroom mathematics.As the saying goes,"Teaching one to fish is better than giving him fish." Teachers need to teach students how to acquire knowledge instead of textbook knowledge.In the mathematics classroom teaching,teachers should use problem-driven classroom teaching to supervise and urge high school students to think of questions and inspire high school students to have curiosity for the process of mathematics knowledge development.Therefore,the problem-driven approach teaching method is an effective method in practical classroom teaching.This method not only helps mobilize the initiative and enthusiasm of high school students to explore mathematics knowledge,and promotes the smooth progress implementation of mathematics classroom teaching,but also improves the efficiency of mathematics classroom teaching and cultivates high school students’ innovative thinking and ability.Based on the principles of constructivism,recent development zones,and metacognition,this paper uses literature analysis method,experimental teaching method,and interview method to conduct in-depth research on the subject.First of all,this paper analyzes the Six Questions model theory and then develops reasonable teaching principles and teaching strategies,and applies them with the classroom teaching.Secondly,the paper summarizes the basic characteristics of mathematics teaching in high schools and designs a “Six Questions” questioning framework for high school mathematics classroom teaching according to the “Six Questions” teaching philosophy.And then the paper analyzes the achievement of trainees’ students in the two classes,focusing on the ability of questioning the effectiveness of mathematics classroom teaching and mathematics test results.Finally,the paper draws a conclusion,inspiration and prediction of the research.The innovation of this research is to construct the “Six Questions” questioning framework for high school mathematics classroom teaching,and put forward the corresponding teaching strategies to optimize the classroom questions,teaching and research integration,and practices in the real classroom.