An Empirical Study On Optimization Of Mathematics Problem Chain Teaching In Primary Schools

Mathematics Curriculum Standards for Compulsory Education(2022 Edition),based on core literacy,proposes the curriculum objectives of developing students’ ability to use mathematical knowledge and methods to discover,propose,analyze and solve problems.The connection between students and the real world is constructed through mathematical problems,so that students can know and understand the real world through mathematical language.The mathematical thinking behind the problem chain is used to enable students to think like mathematicians,experience mathematical reasoning and verification,and promote the development of students’ higher-order thinking.Therefore,the continuous optimization of problem chain teaching,as a unique way of mathematics teaching practice,has become an important tool to cultivate students’ mathematics core literacy.Therefore,this study is based on "How to optimize the chain teaching of mathematics problem in primary schools? To carry out empirical research on this core issue.Firstly,the questionnaire method was used to investigate the mathematics teachers in more than 40 primary schools in Guangxi,so as to obtain detailed and accurate basic information about the current situation of mathematics problem chain teaching in primary schools.The conclusions are as follows:(1)In terms of cognition,teachers think problem chain teaching is beneficial to both teachers and students;Problem chain teaching needs to solve a variety of teaching tasks.(2)In the aspect of teaching design,although teachers attach importance to problem chain design,the degree of practice is not high;Part of the design problem chain needs to be optimized.(3)In practice,teachers’ implementation is consistent;Students’ learning styles are diverse;The contents and methods of teachers’ implementation of question chain teaching need to be adjusted and perfected.(4)In terms of reflection,teachers have a strong sense of reflection;Most of them use the way of peer help to reflect;The content of reflection is diversified;It is suggested that there are many ways to improve the teaching level of problem chain.Secondly,the classroom observation table developed based on the SOLO classification theory is used to diagnose the current situation of problem chain teaching in primary school Z,and the following problems are found:(1)In the generation and development of core problem domain,there are teachers as the main subject of raising problems and leading teaching;Teachers’ poor transformation and utilization of classroom generative resources;Problems such as unbalance of proportion allocation of problems at different SOLO levels.(2)In terms of students’ response forms,there are few peer discussions on the whole,and students’ response forms of different SOLO levels lack rationality.(3)In terms of teachers’ answers,there is a lack of attention to students’ individual and classroom generative resources;Lack of guidance and generation for problems of different SOLO levels.The teaching optimization strategy was proposed to solve the problems,and the problem chain teaching optimization situation after the intervention of teaching activities was as follows:(1)In terms of the generation and expansion of the core problem domain,students found that the number of questions raised increased;Teachers consciously use classroom generative resources;The proportion allocation of problems at different SOLO levels tends to be reasonable.(2)In terms of the form of students’ response,the interaction between students and students increased;The response forms of students with different SOLO levels are more targeted.(3)In the aspect of teachers’ answers,some teachers’ answers pay attention to students’ subjects;The teachers with different SOLo-level questions answered correctly and used the classroom generative resources more correctly.Finally,the optimization strategies of question chain teaching in primary school mathematics based on SOLO classification theory are summarized:(1)question chain teaching design strategies.Use SOLO classification theory to design and review the evaluation problem chain;Use teaching presupposition to refine teaching design.(2)Implementation strategy of problem chain teaching.The first is the teaching suggestions for the generation and development of the core problem domain.Problems at different SOLO levels mainly present different teaching links.Create a real problem situation;Create opportunities for students to ask questions.The second is the suggestion of students’ response form,which uses the SOLO classification theory to select the response mode of different types of questions and grasp the waiting time of different types of questions.The third is the form of teachers’ advice,carefully listen to students’ answers,lay a good foundation;The evaluation subject is diversified and pays attention to the quality and quantity of the interaction between students and students.Refine the contents of inquiry,and highlight the pertinence and inquiry of inquiry;Close to students’ thinking logic,pay attention to generative questions;Seize the opportunity for feedback to avoid the "no response" situation.