A Study Of Geometry "Question Chain" In Junior Middle School From The Perspective Of APOS Theory

With the continuous promotion of the new curriculum reform,mathematics education pays more attention to the inquiry learning of students in the problem situation,while "question chain: is widely concerned by educators as an efficient teaching strategy under problem teaching,and discusses how to effectively apply the "question chain: in the geometry classroom.guided by APOS theory,this study puts forward corresponding "question chain: design strategies according to different stages of students' geometry learning,explores effective ways to optimize problem chain teaching,and provides ideas for teachers to design and implement problem chain in geometry teaching.This study first uses the questionnaire survey method and the interview method to carry on the investigation to the junior middle school geometry "question chain" teaching present situation,the investigation content mainly includes the geometry classroom "question chain" design and the implementation situation,and the teacher's understanding and the feedback on "question chain" teaching strategy.Secondly,under the guidance of APOS theory,this paper puts forward the design principle of "question chain: in geometry teaching in junior high school: goal principle,arousing students' interest principle,progressive principle,enlightening principle,open principle.According to the characteristics of geometry teaching,the design strategy of " question chain: under four stages of APOS theory is formulated,which provides two typical teaching cases of "circle" chapter and analyzes and thinks.The "question chain" teaching under APOS theory is applied to geometry teaching,and the results of the experiment are investigated from both classroom effect and students' achievement.By counting the data of pre-test and post-test geometry scores and questionnaire(geometry classroom effect)of two classes(experimental class and control class),the SPSS software is used to make significant comparative analysis.Finally,in order to improve the teaching level of teacher's "question chain",the following suggestions are put forward :(1)the design of "question chain" should focus on the connection of knowledge;(2)the design of "question chain" should grasp the essence of knowledge and understand knowledge from multidimensional;(3)the implementation of "question chain" needs to pay attention to students' generative problems in order to ask and ask questions.