With the deepening of the new curriculum reform, the focus on elementary school students' core literacy in mathematics has reached an unprecedented level. The new curriculum standard also elaborates the importance of problems in mathematics teaching from the perspective of problem solving. Combing through the literature, it is found that in recent years, problem chain teaching, as a generally recognized efficient teaching method, has attracted widespread attention in the education sector. However, there are certain problems with traditional classroom questioning, such as insufficient integration of teaching scenarios, low frequency of questioning, and poor correlation of questions, etc. Based on practical observation and literature research, this study takes the design and teaching practice of problem chain in mathematics in the second elementary school section as the research object and carries out two rounds of The purpose of the action research is to find out the current problems of problem chain teaching, analyze the basis of problem chain teaching design, design the process of problem chain teaching and carry out the teaching practice, so as to enrich the research materials of problem chain teaching and improve the effectiveness of problem chain teaching.
The research is mainly conducted in the way of action research, collecting research data through video analysis, interview method and questionnaire survey method, constructing action framework and implementing the process. The study constructed a video analysis framework that included five dimensions: content, length and number, type, purpose of questioning, and source of context, analyzed 10 video lessons, interviewed eight teachers, and conducted math tests and questionnaires for students in the action class to collect the necessary information.
At the early stage of the action research, it is known from the video analysis and teacher interviews that the current problem chain teaching of mathematics in the second period of elementary school has problems such as the lack of horizontal and vertical connection of knowledge in the problem design, the insufficient ability to create situations, the lack of attention to ideas and methods, principles, the inappropriate understanding of the purpose of questioning, and the lack of space for inquiry and learning. Based on the above problems, we designed the teaching process of question chain and carried out action research based on the concept of "Five He" question design. In the first round of action research, it was found that the design of the problem chain in classroom teaching lacked hierarchy, there was a single type of problem chain, and the actual teaching waited too much for the preset answers, which resulted in insufficient linkage in the classroom and disorganized classroom discipline. Improving the action process and carrying out the second action research, it was found that combining the question chain teaching with traditional teaching, with the improvement of the hierarchy and richness of the question chain, the degree of student participation increased. However, the use of inquiry-based strategies in instruction did not allow for reasonable control of classroom time and ignored introverted students. Reflection on the action research revealed that students' problem identification, engagement, understanding, and awareness improved.
Combined with the action research process, specific improvement strategies for the design and application of problem chain instruction in mathematics in the second elementary grade are proposed from three perspectives: preparation, questioning, and facilitation. The preparation strategy includes: ensuring the consistency of the problem situation and dynamically designing the problem chain as the precursor of problem chain teaching. Questioning strategies include: giving students a reasonable amount of time to think and providing space for in-depth thinking; introducing open-ended questions to promote the blossoming of students' thinking; conveying information about the problem in a concise and reasonable way; and adopting the art of skillful questioning to create valuable questions. As a guarantee of question chain teaching. Promoting strategies include: expanding the perspective of reasoning and answering, reviewing the question chain in a timely manner, and creating a community of teachers for teaching and research.
谷歌
火狐
