A Study On The Present Situation Of Mathematics "Problem String" Teaching In Junior Middle School

Currently, the new curriculum advocates Inquiry Learning. Many sections of textbooks use question-string to guide students to analysis and solve questions step by step. Therefore,"question-string" teaching becomes the focus of attention,"question-string" teaching refers to:According to students and teaching target, teachers design a string of strong logic questions about a lesson or theme, and they use the question-string to help students study. In the teaching link, teachers should let question-string be the basic framework of the teaching process, and they also should pay attention to leaving appropriate space between question and question.The study use a combination of theoretical approach and case analysis method. In detail, I use the literature survey method, survey research method, case analysis method etc. In this study, the main research contents are:(1) We first summarize the research of question-string. On the basis of the existing related concepts of "question-string" teaching, I give my own concept of "question-string" teaching. Finally, I introduce the related theory of "question-string" teaching.(2) We use multiple ways to collect cases and choose two typical cases which we will analysis the use of "question-string" teaching.(3) I designed a questionnaire, surveyed some junior middle school math teachers, investigated and analyzed the current situation, usage, design capabilities of the "question-string" teaching. I can understand middle school math teachers’problems when conducting the "question-string" teaching.(4) To be based on these studies, combined with the collection of cases, I gave some advice which is in line with the cognitive level of junior students. It can provide a reference for teachers.The study use a combination of theoretical approach and case analysis method. The main conclusion of the study is:(l) Teachers have the awareness of "question-string" teaching, but the design capacity needs to be improved.(2) Teachers focus on some class style of "question-string" teaching, some others need to be more practiced.(3) Teachers are willing to use "question-string" teaching, but they are not familiar with question-string design.(4) The use of the "question-string" teaching is fine, but the effect needs to be improved.(5) Teachers meet in the use of "question-string" teaching, but the "student-centered" consciousness needs to be strengthened.