The Current Situation States And Improving Strategies Of Problem Design In The High School Mathematics Concept Course

Concept is the foundation of all mathematical activities.Only when you master the concept of mathematics can you possibly master other mathematics skills and methods.Teachers organize the class mainly rely on questions.The quality of problem design directly affects the effect of classroom teaching.However,in the current high school mathematics concept teaching,many teachers lack systematic thinking about the design of classroom problems.The questions designed are not systematic and prepared.The main approach of concept teaching is lecturing.The majority of students have a "false understanding" of mathematical concepts.The learning of concepts remains in the initial stage of memory and imitation,which cannot successfully realize the construction and schema concepts.By collecting relevant literature at home and abroad,the author forms the theoretical basis of problem design of concept course teaching and then defines the relevant concepts.After the theoretical study,a questionnaire was issued to investigate the "current situation of problem design of concept teaching in high school" from the perspectives of students and teachers,so as to know the basic situation of problem design of concept teaching in general high school.After that,the author analyzes the generality of the design of quality course concept teaching questions and the give corresponding improvement measures based on the result of the questionnaire survey.Finally,the author tested the effectiveness of the improvement measures through three rounds of action research.In order to improve the current situation of question design in high school mathematics concept teaching,this paper proposes the following measures from three aspects of teaching consciousness,question design method and teaching implementation.First,to establish a correct concept of concept teaching.Teachers should realize that the acquisition of concepts is the process of students' active which to construct their own mental structure by analyzing and abstracting the mathematical problem situations.Therefore,the teaching of concept should give full play to the subjective status of students.Secondly,teachers should dig the textbooks deeply to explore the background of concept generation from various aspects,the history of concept development,and the connection with other knowledge.Teachers should have the ability of standing on a high level to analyze the teaching function of concepts.Thirdly,teachers should have a depth understanding of the learning situation,analyzing students' cognitive level and mathematics ability from all aspects.The design of problems should predict the difficulties that students will encounter,and make countermeasures.Fourthly,problem design should start from the purpose of teaching.According to the teaching objectives of different stages,teachers set up different types,different functions and different levels of problems.The concept introduction stage is mainly for active participation;the concept construction stage focuses on inspiring thinking;the refined stage of the concept aims to deepen the understanding of concepts;the concept application stage aims,to strengthen feedback;the summary ends with open questions.Fifthly,use positively encouraged language and non-verbal actions to asking questions.Finally,the waiting time should be reasonable.