| The General Senior High School Mathematics Curriculum Standard(2017 Edition)states that students should improve their ability to analyze and solve problems through high school mathematics courses.The ability of students to analyze and solve problems can be gradually cultivated and developed in mathematics classroom teaching.Questioning is one of the main ways of teacher-student communication in classroom teaching.The question of questioning affects the development of students’ ability to analyze and solve problems,which is related to the improvement of students’ mathematical thinking ability.Due to the logic and relevance of mathematics,many questions in classroom teaching often point to one or several key and major core issues.Therefore,this paper will systematically study the core issues in high school mathematics classroom teaching,and provide some reference for mathematics teachers.This paper uses literature research methods,case analysis methods and other research methods,mainly to study the following three issues:first,the necessity of analyzing the design of core issues;second,to study how to design core issues;third,to study how to apply core issues in high school mathematics classroom teaching.Firstly,the concept of the core issues in high school mathematics classroom teaching is defined,and the connotation of the research object is determined.On this basis,the necessity of designing the core issues is analyzed from four aspects:classroom teaching problem,classroom teaching main line,student mathematics thinking and teacher professional development.In the classroom questioning,some teachers’ questions in the classroom are too fragmentary and have no focus.Through analysis,the core issues are promoted to promote the clear main line of classroom teaching,which is conducive to the growth of students’ ability to analyze and solve problems,and improve teachers’ professional quality.Designing the core issue is very necessary.Secondly,it studies how to design the core issues in high school mathematics classroom teaching,and studies the theoretical basis,design principles,design basis and design procedure of the core problem design.In terms of the theoretical basis of design,problem teaching theory,recent development zone theory,constructivist learning theory,and humanistic learning theory provide theoretical support for the design of core issues;in terms of design principles,the core issues of design should follow the principles of science,openness,inquiry and adaptability;in terms of design basis,after analysis,it is concluded that the core issues should be designed according to the three criteria:curriculum standards,teaching materials and students’academic conditions;in terms of design procedures,it is known through analysis that the core issues are formed by the problem of core content.Based on this,the design process of the core issues mainly includes two steps of refining and processing the core content.On this basis,the mathematics content of the high school mathematics teaching A version is taken as an example to show the specific core issue design examples.Finally,it studies how to apply the core problem of design to classroom teaching,and puts forward the application of core issues,including the three basic steps of proposing core issues,solving core issues,and reviewing core issues.In order to properly raise the core issue,teachers should create good problem situations;in the process of solving the core issue,teachers should guide students to actively think,discuss and communicate,and guide students to solve problems and construct new knowledge in the way of the problem chain;teachers should instruct students to review the mathematical knowledge,mathematical thinking methods involved in the process of problem solving,and summarize the activity experience in a timely manner.Based on this,through the typical case of the core issue application,the application process of the core issue in the classroom teaching is presented,and the specific application cases are analyzed.Based on the design and application of core issues in high school mathematics classroom teaching,it not only enriches the high school mathematics teaching theory from the perspective of problems,but also provides some guidance for teaching practice. |
