Research On Teaching Design Of High School Mathematics "Question String" Based On Situation

As an innovative teaching method,"question string" has always been concerned.The questions in "question string" often originate from the mathematical situation,through which students can not only stimulate their interest in learning,but also promote their understanding of mathematical knowledge.However,in high school mathematics teaching,teachers often put forward questions out of context,most of the questions are unplanned,aimless,without system,the quality of the question is even more uneven.This has seriously hindered the development of students’ thinking ability,so how to design a reasonable and effective "question string" based on the situation has become an urgent research topic.This paper first uses the literature research method to sort out the relevant concepts such as situation,"question string",and defines the core concepts on this basis.Secondly,the text analysis method is used to analyze the teaching design text of "question string" created by the situation,by using the method of questionnaire,this paper investigates the current teaching situation of "question string" in high school mathematics from four dimensions: value cognition,usage,design ability and reflective ability,and through the interview method from a qualitative point of view in-depth understanding of the "question string" teaching situation.Then it analyzes the current situation and finds that: the problem situation created by teachers is one-sided;teachers tend to ignore reflection and inquiry when designing "question string";the teacher often pays attention to the leading-in link in the "question string" teaching,easy to neglect other links.Furthermore,the principles of scientificity,purposiveness,hierarchy,contextuality and delicacy in the design of "question string" are put forward,the strategies of constructing the growing situation space,revealing the linear logic mainline,condensing the spiral cognitive sequence,following up the timely question-asking and implementing the reflective question optimization are put forward.Finally,using case analysis method to design and discuss two typical teaching cases of "question string" created by situation.The main research conclusions of this paper are as follows: First,the design of "question string" makes rational use of the situational nature of questions to stimulate students’ interest in learning,arouse students’ desire for knowledge and deepen their understanding of knowledge.Second,through the design of purposeful,hierarchical,scientific and reasonable "question string",an evolutionary model of "situation creation-question string design-question string optimization" is formed,which makes use of high-quality "question string" is to cultivate students’ ability to discover,propose,analyze,solve and reflect on problems.Third,through timely guidance,proper inquiry,flexible use of "question string" in teaching,when students are confused,teachers timely point,in the problem of lack of thinking,lack of depth,ambiguity,critical to effectively cross-examine,so as to cultivate students’ awareness of problems and enhance their thinking level.