A Study On The Construction Of A Paradigm For Teachers’ Problem Chain Teaching Design

The starting point of teaching is in a question,and the right question can stir up a thousand waves.Questions are the main line of teaching and learning,the source of thinking.As the most common teaching method,the chain of questions set by the teacher is expressed in the form of questions.The quality of questioning affects the effectiveness of teaching and learning.Effective problem chain design is an essential professional skill for teachers.The Compulsory Education Curriculum(2022)includes problem solving as an important element of student development,requiring teachers to strengthen contextualisation and problem design,drawing renewed attention to the development of teachers’ problem design and students’ problem solving skills.Focusing on the basic research of teachers’ question chain instructional design is an important guarantee to promote the development of teachers’ question chain instructional design practice.Under the requirement of improving quality and efficiency of teaching in the new round,taking question chain teaching as the entry point,we use literature method,comparative analysis method and questionnaire method to sort out the current situation of classroom questioning,taking the fifth and sixth grade of elementary school as an example,and through analysis,we conclude that the question chain teaching design suffers from inappropriate cooperation between the subject of questioning and the object being questioned,lack of question chain teaching concept,formalized question chain teaching design,insufficient training of students’ thinking,generative questions The problems of insufficient space reserved in the classroom and the rigid and incoherent connection between questions provide a factual basis for the next paradigm construction study.By comparing the four parts of elementary Chinese excellent teachers and ordinary teachers in the creation of the context and students’ dialogue,the design of the main classroom problem and teaching effectiveness,the promotion of deep thinking and the development of problem awareness,and the reflection on teaching and self-growth,we analyzed the differential qualities that existed between them.Compared with ordinary teachers,the following characteristics of excellent teachers are more significant: first,they create quality problem situations and dialogue with students on an equal footing,and pay attention to students’ needs and interests;second,they pre-design master questions to simplify classroom questioning and improve teaching effectiveness;third,they encourage students to think deeply and pay attention to the generation of questions;fourth,they attach importance to self-reflection and achieve self-improvement.Through an in-depth study of the above two parts,this study attempts to construct a problem chain teaching design paradigm.Using constructivist theory and the problem continuum theory as the theoretical basis,following the principles of goal and interest,hierarchy and progressiveness,systematic and comprehensive,and openness and differentiation,the four constituent elements of the teacher,students,teaching content and problem chains and ways of connecting between problems are analysed.The analysis of teaching materials and learning conditions,the analysis of teaching difficulties,the analysis of the teaching process and the analysis of reflections on teaching design are described in three stages:before,during and after teaching,including the analysis of teaching materials and learning conditions,the analysis of teaching difficulties,the analysis of the teaching process and the analysis of reflections on teaching design.The analysis of the teaching process includes five sub-dimensions: teaching themes and key core issues,problem logic and students’ thinking,educational contexts and various teaching methods,teaching monitoring and generative space,and the formation of a problem chain teaching design community.The aim is to explore the construction of a teacher’s problem chain instructional design paradigm at the theoretical and practical levels,to make up for the shortcomings on problem chain teaching,and to provide assistance to frontline teachers in carrying out teaching and designing and implementing effective teaching and learning questions.