Research On Classroom Problem Design Of Junior Middle School Math Teachers

As the "two-energy" is changed to "four-energy" in the mathematics curriculum standards,the importance of finding problems and asking questions is self-evident.In teaching,the cultivation of students' ability is mainly carried out by teachers asking questions in the classroom.As the main carrier of classroom questioning,the influence of classroom question design on classroom teaching effect is obvious.This article is mainly based on the constructivist view of learning,the "recent development zone" and related theories of problem design.Empirical research on the problem design part of junior high school mathematics teachers,The significance of the research is mainly based on the teacher's problem design and exploring how to improve the teaching effect of junior middle school mathematics and enhance students' thinking ability.Through literature research,the principles of problem design and the characteristics of high-quality problems are summarized.Mathematics is analyzed from four dimensions:the type of problem,the degree of connection between the problem and the teaching objective,the expression and difficulty of the problem,the heuristic and logical nature of the problem Classroom problems.Secondly,the questionnaire survey was used to understand the problem design of junior middle school mathematics teachers,and the following conclusions were obtained:Most teachers recognized the importance of classroom problem design and studied it.In practice,most teachers were able to notice The guiding role of classroom problems also recognizes the role of problems to help students consolidate what they have learned and check their learning.Most teachers focus on combining problems with life situations.At the same time,there are also some shortcomings.Some teachers overlook the purpose of designing questions to expand students'thinking and development abilities,and also ignore the scientificity and accuracy of question words.Further,the use of classroom observations to study the four dimensions,and the following conclusions:There are few high-level cognitive problems such as synthesis and evaluation in junior middle school mathematics classroom problems;most teacher design problems are closely related to teaching goals;most teachers pay attention to the enlightenment and logic of the problem.However,the number of inspiring question settings is not sufficient;for the formulation of questions,almost all teachers have noticed the situationalization of the questions and the words are concise and accurate,but the general language is not interesting;for the difficulty design of the questions,each class The design problems in the examples are difficult and easy.There are also problems in teacher design that are too simple.Finally,in conjunction with the existing literature,relevant suggestions are made for the issues reflected in the research results.First of all,teachers must clarify the teaching significance of designing high-quality questions.Only when they realize the importance of high-quality questions in the classroom,they will gradually improve the ability of problem design.The problem should meet the five principles of scientificity,enlightenment,openness,fun,and difficulty setting;finally,teachers need to pay attention to the design of high-cognition problems in the classroom,and too many simple memories can be solved The problem of low cognitive level is not conducive to the expansion of students' thinking.