A Study Of Problem Design Strategies In Elementary School Mathematics Teaching ——Taking Primary School D In City C As An Example

Problem design in elementary school mathematics teaching is a key aspect of elementary school mathematics teaching,and it plays an important role in the initial development of elementary school students’ higher-order cognitive skills of "critical thinking" and "problem solving".The study of problem design has been an important topic in elementary school mathematics teaching research,and it is important for establishing a new paradigm of problem-oriented elementary school mathematics classroom teaching,which develops students’ mathematical thinking abilities by using problems to promote the teaching process.This study takes the classroom teaching records of master teachers as a case to carry out research on problem design strategies in elementary school mathematics teaching,which has certain application value and practical significance for improving teachers’ classroom teaching abilities and qualities,stimulating students’ enthusiasm for learning,training and developing students’ thinking abilities,and enhancing the effectiveness of classroom teaching.This study adopts the literature method and the case study method to conduct a survey and research on problem design in elementary school mathematics teaching,by taking an elementary school in City C as an example.Firstly,through the study of sample teachers’ classroom teaching records,we analyzed the existing problems and causes of problems in problem design in elementary school mathematics teaching.Secondly,by selecting the classroom teaching records of two master teachers,we provided reliable practical experience for further research on problem design strategies in elementary mathematics classroom teaching based on the characteristics of problem design of the master teachers’ classroom teaching.Based on the comprehensive analysis of the research results and the characteristics of problem design in elementary school mathematics teaching,this paper proposed the following suggestions: highlighting the core problems,and seizing the key and difficult points in the classroom;Master professional knowledge and grasp the breadth of problems;Pay attention to problem logic and construct students’ thinking framework;encouraging students to question,and training students to think critically.In this way,teachers can improve their design of high-quality problems,Inspire a higher level of student engagement in the classroom,train and develop students’ thinking skills,and improve the effectiveness of classroom teaching.