High School Mathematics Core Concepts Teaching Practice Research Of Classroom Questioning

Problem is the starting point and end-result of mathematical activity, it is only throughproper inquiry, can realize everyone being creative, positive thinking, make truly becomethe students to learn actively constructing process．For teachers, it is easy to ask questions,but the core concepts in mathematics classroom asking good questions is a very difficultthing．Because of the consideration of good questions depends not only on mathematics,also should seriously consider the students’ cognitive level, such problem can’t find intextbooks, teachers can only on the basis of the teaching content, environment,professionalskills and teaching objects for creative design．Problem is playing an increasingly important role in teaching, especially through thescene Settings and ask questions to teaching is the key to build democracy interactiveclassroom atmosphere, the right questions and problems in the process of constructingknowledge reasonable occupies very important position．In the high school mathematicscore concept itself is abstract, teachers design appropriate problems can be very good tohelp students to accept a high school math concepts．Main framework of this study are asfollows:1.The introduction, and the role of mathematical concept teaching in classroomquestioning;2.Literature research, from the existing research and theoretical analysis inmathematical concept teaching is how to ask questions;3.The analysis of the currentproblems existing in the concept teaching classroom questioning and the reason for theexistence of the analysis, specific for teachers and students through the questionnairesurvey to find questions existing problems in the current concept of teaching, and analyzesreasons;4.Put forward the strategies of the questions in concept teaching design, from theintroduction of the concept of the four stages of concept class concept stage, the formationof the concept stage, the consolidation of the deepening stage, elaborates the application ofthe concept of sublimation stage respectively;5.Concepts teaching case analysis toillustrate the practical problems, and through the practice of classroom teaching designcompared to class to ask questions;6.A summary of the research conclusion andreflection．The second chapter is the foundation of the thesis, the most important, the backof the analysis are based on the above, have very strong logic relations between thesepoints．After a semester of classroom practice, realize the importance of concept teachingclassroom questioning, and be able to seize the key points of classroom questioning, thecore concept in the high school mathematics teaching in the classroom questioning thestudy for teachers’ actual classroom teaching has played a positive role inpromoting．Thesis research finally also had some preliminary research results, the coreconcept of teaching in classroom questioning should be from different strategy to askquestions, and pay more attention to mathematical thought method of refining, in theprocess of the appropriate permeation selectivity, the source of the concept of the conceptof sex questions, promote the development of students’ thinking.