Question-driven High School Mathematics Questioning Teaching Research

With the rapid development of science and technology,the requirement of talent and ability in modern society is becoming higher and higher.Nowadays,what society needs is compound talents with various abilities,especially those with innovative thinking ability.Traditional education only pays attention to the imparting of students knowledge,ignoring the cultivation of students abilities,especially the ability of questioning and innovation.In order to meet the requirements of the rapid development of the times and society,the curriculum reform has been deepening.Various teaching modes,such as heuristic teaching mode,research teaching mode,learning plan-guided teaching mode,have sprung up.The Standard of Mathematics Curriculum for Senior High Schools points out that senior high school mathematics curriculum should advocate independent exploration of the way of learning mathematics,help to give full play to students initiative in learning mathematics,stimulate students interest in learning mathematics,encourage students to develop the habit of independent thinking and active exploration in the process of learning,and develop their innovative consciousness.In order to meet the requirements of the new curriculum reform,promote the realization of three-dimensional goals,improve students innovative ability,and promote the rapid development of education,we must build a new teaching mode that is suitable for the development of the times and mathematics subject.Under this background,the questioning teaching mode emerges as the times require.On the basis of studying the present situation and development of the questioning teaching mode at home and abroad,this paper explores the theory and practice of the questioning teaching mode,based on the discussion of the questioning at home and abroad,Piagets theory of cognitive structure development,Bruners theory of”discovery learning” and Freudenthals theory of” recreation”.This study mainly uses literature analysis,questionnaire survey and case analysis.The full text is divided into five chapters.Chapter 1 introduces the background of the problem from four aspects: the importance of questioning teaching in senior high school mathematics driven by problems,the current situation of questioning teaching in senior high school mathematics and questioning teaching by teachers,the requirements of the new curriculum standard for questioning ability in mathematics,and the significanceof questioning teaching in senior high school mathematics driven by problems.The second chapter is the theoretical basis of this paper.Firstly,on the basis of previous studies and the understanding of the current situation,the concept of questioning teaching in senior high school mathematics driven by problems is given,and the steps and classifications of the model are introduced.Then the theoretical basis of this study is given: Piagets theory of cognitive structure development,Bruners theory of ”discovery learning” and Freudenthals theory of ”recreation”.With the support of these theories,this study is more meaningful.The third chapter is mainly about the characteristic description and evaluation gauge of questioning teaching in senior high school mathematics driven by problems.This paper analyses the characteristics of questioning teaching in high school mathematics driven by problems from the aspects of problem setting,questioning angle,questioning effect and teachers role.The evaluation rules and instructions for use are also formulated.The fourth chapter is the questionnaire part,through the questionnaire of students and teachers in our school,the data are analyzed.The survey found that:(1)students lack the habit of questioning;(2)students lack the method of questioning;(3)students ability of questioning affects their mathematics learning performance;(4)teachers questioning teaching mode needs to be improved.The fifth chapter is the practice of questioning teaching in senior high school mathematics under the guidance of the gauge.This paper summarizes and summarizes the practice of problem-driven arousing students doubts and promoting the development of students mathematical thinking in each link of the teaching mode of the school,and attaches some cases.The innovative achievements of this study are as follows: the characteristics of questioning teaching in high school mathematics driven by problems are clearly described,and specific evaluation rules and instructions are formulated.