Research On The Design And Teaching Implementation Of Inquiry Questions In Primary School Mathematics

Questions are the initiator and internal driving force of classroom teaching,and the scaffolding for students’ thinking development and ability improvement.The quality of the question design is directly related to the success or failure of a class.However,throughout the teaching practice,the randomization of questions,the simplification of question types,and the polarization of question difficulty have resulted in the inefficiency of classroom teaching,and the question design and teaching implementation lack a rational reflection.Therefore,optimizing the design of mathematical questions and improving the quality of classroom teaching has become the focus of educational exploration.At the same time,the use of inquiry question to improve primary school mathematics classroom teaching has gradually entered the research field of educators.The "inquiry questions in primary school mathematics" mentioned in this thesis refer to one or more main line questions that cause students to cognitively conflict in the creation of exploration situations based on curriculum and teaching objectives,textbook texts and learning conditions,with the knowledge of primary school mathematics as the content,and the creation of exploration situations to cause students’ cognitive conflicts.Compared with the simple question-and-answer questions that are shallow and unchallenged in the classroom,inquiry questions can lead students to in-depth exploration,thus generating a series of question strings to continuously promote the generation of the classroom.Mathematical activities led by one or more inquiry questions develop in a "plate style",and several inquiry questions are deepened layer by layer,deepening the understanding of knowledge from different perspectives.Based on the above thinking,this study uses the literature research method to summarize the theoretical basis and basic value of the design and implementation of inquiry questions,and propose the basis for the design of inquiry questions.In addition,this study lists the analysis dimensions of inquiry question design and implementation from five aspects: difficulty,depth,accuracy,angle and breadth,which correspond to thinking challenge,problem chaining,goal clarity,and diversity of sources.and extended openness characteristics of five inquiry questions.In addition,this study watched a large number of high-quality lesson examples on the educational resource platform of "one teacher,one excellent course,and one teacher for one lesson",selected a typical lesson example from concept learning,rule learning and problem-solving learning,and used lesson analysis.The method analyzes the design and teaching implementation of inquiry questions,and tries to get some educational inspiration and thinking.Finally,based on theoretical analysis and case analysis,this study puts forward thinking and suggestions on the design and teaching implementation of inquiry questions in primary school mathematics.First,clarify the premise and basis of question design.These include: based on the basic learning situation,focusing on the goal orientation of question design;analyzing teaching content and grasping the content orientation of question design.Second,master the skills of inquiry question implementation.These include: taking the development of students as the main point,improving the thinking of the question;taking the course goal as the guide,realizing the question of knowledge;taking the real situation as the keynote,realizing the question situation;taking the subject knowledge as the basis,realizing the question structuring;Experience is the driving force to improve the ductility of the question.Third,clarify the focus of questions of different types of courses.These include: in concept learning,based on the essential attributes of concepts;in rule learning,focusing on the process of rule formation;in question-solving learning,pointing to question transfer and application.