A Study Of Question Design In Good Lesson In High School Mathematics

Mathematics Curriculum Standards in its curriculum objectives clearly puts forward that the previous "Two Abilities" in the teaching program are extended to "Four Abilities" and highlights the importance of finding problems and asking questions.The "Core Literacy" is also proposes concept of which requires mathematics teachers to guide teaching by attaching great importance to question and train their students' abilities to discover problems,raise questions and solve problems."Questions",as a key element of mathematics classroom teaching,plays an irreplaceable role in improving the efficiency of classroom teaching.Design a good questions to guide students to learn,to cultivate students creative thinking,and make students learn to think,learning to learn is very important,is also a key to improve the quality of mathematics teaching.In this paper,aiming at the high school mathematics classroom teaching questions design for empirical research,the meaning of the research lies in improving the quality of questions design in high school mathematics classroom teaching,and enhance the questions awareness of teachers and students.Through literature research,the author has determined the "four degree" of the "question design" in mathematics classroom teaching,that is,"Moderation","Depth","Breadth" and "Interest";For middle school mathematics in Henan province in 2016,high-quality class competition selection of the 9 "good lesson" video recording research to explore the "four degree" of problems for "question design" in the class teaching;By taking a key senior high school in Henan Province as an example and by conducting a questionnaire survey of the students,it finds out the existing problems from "question design" in the perspective of "four degree" in class teaching.In addition,by interviewing two front-line teachers in this school,looking for some suggest of the teacher about "questions design".The study comes to the following conclusions:(1)As for question design in the point of "Moderation",the difficulty of the design of the problem,there is no prominent plan to set,the whole class to grasp the capacity of the problem is not in place;(2)As for question design in the point of "Depth",the number of low cognitive level and simplequestions in classes is excessive.(3)As for question design in the point of "Width",the research conclusions of high-quality classes are much better than the survey results of the students as the questions in high-quality classes are more diversified,while the survey results of the students show that their teachers just set single and simple questions.(4)As for question design in the point of "Interest",the research conclusions of high-quality classes are also much better than the survey results of the students.This is because teachers in high-quality classes are capable of creating question situations which arouse the students' interests,thus motivating them to learn actively.But the survey results of the students show that their teachers seldom create situations which arouse the students' interests in learning.The study puts forward four suggestions:(1)To moderately design questions based on teaching activities and students' cognitive levels with clear purposes,plans and targets.(2)To design "In-depth" and creative questions.(3)To control the "Breadth" of questions.(4)To attach great importance to "Interesting" questions.