高中数学“问题串”教学的实践研究

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1、Abs仃act”Questionlist”isaquestion-and-answerteaching，asearlyasmorethan2000yearsago，theideologistandeducatorofancientGreeceSocratesbegantocarryoutthequestion—and-answerteaching．Nowadays，ithasbeenwidelyusedinvariouskindsofteachingactivities．Andinsomewaysaquestion—and—answ

2、erteachingistherudimentof”questionlist”teaching．Thispaperconductsthecomprehensiveresearchon”questionlist”teachingdesignandapplication，mainlythroughliteratureresearchmethod，questionnairesurvey,interviewingmethodandcaseanal)rzesmethod．Combiningmathematicsteachingpractice

3、，thewritercarriedonthequestionnairesurveyandon-the—spotlecturesabout”questionlist”teachingduringtheShijiazhuangcityfourmiddleschool’S450studentsofseniorhighschoolmathematics，andinterviewsomestudentsandteachersThroughtheanalysisandstudyofhighschoolmathematicsteachingpre

4、sentsituation，thewriterfoundthat：(1)taketheteacheraSthemainbodyofthetraditionalteachingmodeisstilldeeplyrooted；(2)studentsarestillusedtopassivedotheobjectofstudy；(3)theteachersstilllackofsometeachingcognitionandexperienceaboutstudent—orientedteachingmode．Basedontheinve

5、stigmiveandanalyticalresults，weproposedtolead”questionlist”intothehighschoolmathematicsteaching，andconductedresearchonmathematics”questionlist”teachingdesign：(1)probedtheprincipleof”questionlist”designingshouldabidebythepurposefulness，accuracyandscientificity；(2)during

6、theprocessof”questionlist”teachingexecution，raisedthearrangementofideasquestiondesign，shouldfocusonstudents’“thezoneofproximaldevelopment”，andshouldhavestrategyofcontinuityandenlightenment；(3)duringtheprocessof”questionlist”teachingexecution，teachersshouldpromotethough

7、tandknowledge，improveteachingmethods，alterteachingattitude，increaseknowledgeexperience；(4)carriedouteffectiveanalysisofcaseson”questionlist”teachingmethodinconceptteaching，problemsolutionteachingandreviewcourseseffectiveBasedontheabovequestionnairesurvey,thesituationof

8、teachingandcaseanalysis，wecandrawtheresearchconclusionasfollows：(1)the”questionlist”teachingmethodcanoptimizethestruc