"Six Questions" Navigation Based On The Law Of Cognitive Development,Promote The Mathematical Understanding Of High School Students

Classroom questioning is one of the most common mode of instruction,and is an important method of teachers to arouse students' subjective initiative,open the students mind,development of students' thinking.Especially in mathematics classroom teaching,effective classroom questioning,can promote the students'understanding of abstract mathematical knowledge,to accelerate the development of thinking.But in the teaching of mathematics in the present stage,classroom questioning the existence of a common problem in many mathematics teacher,namely the problems in the design of the lack of strategy,and much of it is based on the experiences and feelings.It also ignores the origin and development of knowledge,and the rules of students understand the new things.In addition,problems are lack of hierarchy,more randomness.These leads to the students still do not understand the nature of mathematical knowledge,more is not to infer other things from one fact degree.Cause the teachers feel painful hard teaching work,and the students feel the same way.Therefore,the question should be based on the mathematics classroom cognitive development law student,to show the ins and outs of knowledge,highlighting the leading role of the teacher,the student's dominant position.In high school mathematics teaching,while granting students' knowledge,but also to grant mathematical thinking,experience the fun of mathematics,Promote their mathematical understanding,so that teachers teach easily,students enjoy learning,results achieved wishfulIn this paper,tutor Professor Ying Zhou optimization problems "Six Questions"Teaching Strategies,Construction of high school mathematics "Six Ho" cognitive questions navigation systemIs based on the law of cognitive development of students,teacher-led,student-centered,problem-based line activities for the home navigation cognitive questions."Six Questions" is "where","what is","with what","how","what changed","what is." Mathematics classroom in traction "Six Questions" series problem step by step,through blending.Study theory with practice,combined with qualitative research quantitative research methods.First,from the classroom to ask questions,problems and promoting policies chain of three aspects of student understanding of mathematics,to sort out the results of previous studies,on the basis of the key concepts of "Six Questions"cognitive questions given to the definition of navigation,the study of purposes,the method will be described.Second,learn the theory of education,psychology,pedagogy and psychology,etc.,to establish the theoretical basis "Six Questions"cognitive questions navigation,principles,teaching strategies.Then collected from the teaching experiment teaching cases and test data,and through SPSS 13.0 software for data analysis results "Six Questions" cognitive understanding of mathematics questions navigate high school students have a good role in promoting,and can improve the high school math conclusions.At the same time,through good grades,middle grades,poor students in grades three interviews can be drawn,"Six Questions"cognitive questions navigation can promote students' understanding of mathematical knowledge,and to provide sufficient independent thinking,independent chance operations,cooperation and exchange,to mobilize the enthusiasm of students.Finally,reflection,points out the shortcomings of the study and the existence of pending further development.The main innovation of the study is to construct a "Six Questions" cognitive questions navigation,easy to realize the teachers teach,students learn too happy to provide a theoretical reference.