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在当今的数学课堂,数学教师在教学中的活动设计往往以问题串的形式呈现。但在教学实践中发现,许多时候教师的提问还存在着诸多问题,不能真正激发学生进行深层次的数学思考,致使教学有效性、实效性、高效性得不到很好的实施,存在的问题具体表现如下:1.难易失调教师缺乏对教材的深入研究,缺乏对学生情况的充分了解,把他们估计得过高或者过低,所设计的问题在难度上要么过大,要么过小。过大时,超出学生的理解水平,学生不能与教师产生共鸣,常使全场沉默无言,教师不得不把问题分解,化难为易,使学生重新入轨。再者就是教师为了保证教学顺畅,把教学内容肢解成许多小问题,师生一问一答,教师问得从容,学生答得流畅,整齐划一,实质上很多问题没有思维价值,严格讲不能叫做问题。也正是这些虚假问题为学生开辟了一条思维通
In today’s math classroom, the design of activities of mathematics teachers in teaching is often presented in the form of question strings. However, in teaching practice, many problems of teachers’ questions are still found in the teaching practice, which can not really stimulate students to conduct deep mathematical thinking, resulting in the poor implementation of teaching effectiveness, effectiveness and efficiency, and the existing problems Specific performance is as follows: 1. Difficult to adjust the teacher lack of in-depth study of teaching materials, lack of a full understanding of the students, put them too high or too low estimate, the design of the problem in the difficulty of either too large or too small. Too large, beyond the level of student understanding, students can not resonate with teachers, often silence the audience, teachers have to break down the problem, make life difficult for students to re-orbit. Furthermore, the teacher in order to ensure teaching is smooth, the teaching content into many small problems, teachers and students a question and answer, the teacher asked calmly, the students answered smooth, neat and uniform, in fact, many problems without thinking value, strictly speaking can not be called problem. It is also these false problems for students to open up a thinking pass