Design Of Mathematics Classroom Questions Based On The 6w+h Method

The new mathematics curriculum goal of our country: to develop students’ core knowledge of mathematics,such as mathematical abstraction,logical reasoning,mathematical modeling,intuitive imagination,mathematical application and data analysis in the process of learning and applying mathematics.Classroom questioning is one of the most frequently used teaching methods in class.Good questions help stimulate students’ interest in learning and promote students’ self construction and mathematical understanding.Moreover,asking questions can stimulate and enhance learning efficiency of students.Anyone who questions is thinking.Mathematics questioning in class is the key point of training the development of learning and thinking.Therefore,how to improve the pertinence and efficiency of classroom questioning is an urgent problem to be solved.This paper surveys the current situation of questioning in high school mathematics class,finding that the most attractive activities are teachers’ lectures,and students are not sensitive to teachers’ questions.It can be seen that questions do not play an important role in practical teaching and learning.Students have little time to think independently,and they are not very willing to ask questions.Teachers usually randomly ask questions without design in class,and some are too blind to ask questions.According to the review of relative study,the paper puts forward the "design of mathematics classroom questions based on the 6w+h method".The "6w+h" “6w+h”(which、what、who、when、where、why、how)approach draws on "5W model" by Lasswell,which is the innovation of this article.The major content of this article is as follow.Firstly,the background,significance,contents and methods of research on this topic are introduced.Secondly,based on the mathematics classroom questioning,Problem Enriched Instruction and the "5w+h" mode of literature research,the meaning of "6w+h" method is defined.Thirdly,the questionnaire for students and teachers in a high school about mathematics classroom questioning are analyzed.The design of mathematics classroom questioning is discussed based on the "6w+h" method.The application of the 7 dimensions is explained,taking the two "2.2.1 straight line and the plane parallel judgment" in high school mathematics as an example.Class teaching design is made,taking the "concept of 1.1.2 function" in high school Mathematics an example.At last,reflection and optimization is put forward according to the analysis of classroom record where questioning design was implemented.In addition,this paper proposes advice on its application and further development in this area.There are still many complicated aspects to be studied centered on the external factors affecting mathematics classroom questioning.This article only focuses on part of questioning design.The paper has positive significance,lying in providing some guidance for teachers to ask questions in mathematics class.