Research On High School Mathematics Concept Teaching Based On “Problem Chain”

Mathematical concepts are the basis of mathematics learning which play a very important role in the entire mathematics curriculum.However,to teach mathematical concepts,many teachers still use the "indoctrination" teaching mode after investigation,ignoring the impact of the mathematical concept generation process on students’ learning.We know that most mathematical concepts are relatively abstract.If teachers can design problems based on classroom teaching content and guide students to understand the concepts,it will help to better achieve teaching goals.Therefore,how to effectively designing a "question chain" and promoting the essential teaching of mathematical concepts are the concerns of many front-line teachers,also providing a research space for the majority of educators.This dissertation is devoted to the related research on the "question chain" of high school mathematics concept teaching,including the following contents:The first part is elaborated from six aspects of research background,purpose,meaning,content,method and framework.The second part clearly defines the concept of "problem chain" and sorts out the classification of "problem chain".By combing the literature,this paper introduces the research status of mathematical concept teaching and "problem chain" teaching at home and abroad.The third part,using the method of questionnaire,investigates the current situation of 279 middle school front-line mathematics teachers’ understanding and use of "problem chain".It was found that although most teachers had a certain understanding of the "question chain" teaching mode,there are still some teachers do not understand the "question chain" teaching mode,especially teachers with shorter teaching experience,their ability to design problems needs to be strengthened.Some teachers also did not know how to design problem chains expressed,that they could not design well-defined problems,or that the designed problems could not better reflect the formation process of knowledge.The fourth part puts forward 4 principles and 3 strategies for the design of "problem chain",and holds that the design of "problem chain" in concept class can be divided into three stages.The 4 principles of "question chain" design are mainly:(1)Holistic Principle;(2)Gradient principle;(3)Interest principle;(4)Heuristic principle.The three "problem chain" design strategies are mainly:(1)Find the right and difficult points to improve the purpose of the "problem chain";(2)Identify the connection points and enhance the coherence of the "question chain";(3)Select all knowledge points to improve the integrity of the "question chain".The design process of the "question chain" in the teaching of mathematical concepts is mainly divided into three stages: teaching preparation,teaching implementation,and teaching reflection.The fifth part uses "problem chain" to design and implement teaching.Specifically select three concept courses of selective compulsory one in Senior High School of people’s Education Edition:(1)"3.1.1 Ellipse and its standard equation";(2)"3.2.1 Double Curve and its standard equation";(3)"3.3.1 Parabola and its standard equation".Through a semester of teaching practice research,the following conclusions are drawn: Teaching Based on "problem chain" is conducive to students’ mastery of mathematical knowledge.For teachers,it is conducive to improve their teaching efficiency.Finally,the research content and shortcomings of this dissertation are analyzed,as well as the prospect of future research is looked forward.