Research On Effective Persisted-questioning In Mathematics Problem-solving Teaching In Junior Middle School

The Mathematics Curriculum Standard for Compulsory Education(2011 Edition)points out that teachers should take into account the four goals of knowledge and skills,mathematical thinking,problem solving and emotional attitude when designing and organizing teaching activities,and the overall realization of these four goals is of great significance to the comprehensive,sustained and harmonious development of students.Problem-solving teaching is an important part of mathematics teaching.In the mathematics problem-solving teaching,teachers can use effective persisted-questioning to guide students to use mathematical knowledge to analyze problems,solve problems,gain successful experience,and realize the application value of mathematical thinking methods and mathematical knowledge.However,in the current mathematics problem-solving teaching,the application of persisted-questioning is not ideal.There are often undesirable phenomena.Such as students have questions but teachers do not ask,teachers ask but students do not answer,or teachers ask and answer themselves.Based on this,this thesis carried out the research on the effective persisted-questioning in mathematics problem-solving teaching in junior middle school.First of all,with the method of literature analysis,sorted out and analyzed the relevant research results of persisted-questioning and mathematics problem-solving teaching,and concluded that this research has theoretical significance and practical value.Secondly,with the method of questionnaire survey,investigated some junior middle school mathematics teachers and students,and found that although teachers try to use persisted-questioning strategy to guide students to solve problems,but persisted-questioning is difficult to achieve the desired results.Then,through the analysis and thinking of the current situation of persisted-questioning in junior middle school mathematics problem-solving teaching,put forward the principles that should be followed for effective persisted-questioning in mathematics problem-solving teaching: the principle of starting,the principle of purpose,the principle of inspiration,the principle of gradientness,the principle of timeliness and the principle of generation.Finally,with the method of case analysis,according to the above principles to optimize the specific case,through the comparative analysis of the effect of persisted-questioning before and after optimization,and found that the above six principles can improve the effectiveness of persisted-questioning in the mathematics problem-solving teaching to a certain extent.