Design And Practice Of Mathematical Problem Chains In Primary Schools

The way teachers ask questions shapes classroom discourse.Teachers often use questions to check students' facts and basic understandings,diagnose learner difficulties,and maintain order and discipline in the classroom.These questions always account for most of the overall questions asked by teachers.Teachers can ask 300-400 questions per day,but higher-level open,continuous,and gradient questions that encourage thinking and reflection,and stimulate interest and curiosity are rare in classroom discourse.As modern classrooms become more inquiry-based,these questions become more necessary.This research aims to explore effective problem-chain teaching.This article is divided into 4 chapters.The first chapter of the introduction summarizes some earlier thoughts.First of all,to explain the disadvantages of questioning today,the value of research is explained;second,to collect and summarize relevant research at home and abroad;again,to introduce the methods used in the research,and to break down the main content of the research from key issues;finally,form A more complete approach.The second chapter,first,chooses to define key concepts such as "problems","mathematical problems" and "problem chains";second,it expounds theories such as "recent development zone" theory,problem teaching theory,and "problem solving" theory The basics;once again,get the inspiration of the theoretical foundation for the design of the problem chain teaching;finally,according to the collated text materials,find the characteristics and principles of the problem chain.The third chapter is the first round of teaching action research,which makes a preliminary exploration of the problem chain teaching.First,carry out the overall design of teaching practice;then,explain the reasons for choosing the topics and analyze the topics in depth,and then design the problem chain teaching;then,implement the teaching in the natural environment of the classroom;finally,carry out teaching reflection as the fourth chapter makes a good preparation.The fourth chapter is the second round of teaching action research,which adjusts and improves the problem chain teaching.First,design the teaching plan again;then,implement the problem-chain teaching in parallel classes;finally,reflect on the teachers' teaching situation and the problem-chain design,and put forward a summary and prospect in the fifth chapter.The conclusions of this study are as follows: first,the problem chain teaching has its unique meaning,second,the problem chain design has its unique principles,and third,the problem chain design has its unique concept.In the future,we should pay attention to the following points in the design and practice of the problem chain of primary school mathematics: first,to achieve a balance between the "question chain" teaching design and practice;second,to improve the "question chain" teaching design principle system;The overall framework of the design.