Research On The Teaching Of Primary School Mathematics Concepts Based On Problem Chain

With the ongoing curriculum reform of compulsory education,there are emerged stricter requirements among students for higher problem awareness and a stronger ability to identify,propose and solve problems.In recent years,as a widely recognized and efficiency teaching model,the “problem chain” teaching model has gained popularity in the educational field.At the same time,the research on enhancing the teacher’s problem chain design skills has taken a major position.The study analyzes the design characteristics of problem chains in quality elementary school mathematics concept lessons,explores effective strategies for problem chain optimization in elementary school mathematics concept teaching,and offers suggestions for improving teachers’ problem chain design and related implementation skills.The research question of this paper is “What are the characteristics of the problem chain in the high-quality primary school mathematical concept class?”The research questions are divided into investigation areas:(1)an analytical framework is constructed to reflect the key features of problem chains in elementary mathematics concept teaching;(2)the paper applies the analytical framework to examine the characteristics of the problem chains in Elementary Mathematics Concepts teaching;(3)based on the design characteristics of the problem chain,the analysis draws conclusions and provides feasible suggestions.Regarding the first aspect,this study conducts in-depth research on “problem chain” and “mathematical concepts and teaching”.It constructs an analysis framework divided into dimensions: quantity,type,design purpose,teaching stage and duration.In light of the second content,this study analyzes six high-quality courses through the analysis framework and draws five conclusions:(1)the number of problems is concentrated while the length of the problem chain varies;(2)problems are becoming progressively challenging,with a rich variety of types;(3)problem chains demonstrate strong logic and rich diversity in types;(4)different types of problem chains are used in different concept teaching stages;(5)problem chain time allocation highlights the teaching focus.In regard to the third content,this study has obtained five inspirations for teachers designing problems through analysis and summary:(1)control the number of problems;(2)increase the proportion of problems with high cognitive level;(3)select the type of problem chain based on the different stages of concept teaching;(4)choose the type of problem chain according to the teaching objectives;(5)master the teaching rhythm when implementing problem chain teaching.