基于问题提出教学模式的小学低年级问题提出教学案例分析——以“毫米、分米的认识”为例

Research on Primary School Lower Grades Mathematics Teaching Design Based on Problem Posing Model—Taking “Understanding Millimeters and Decimetres” as an Example

摘要: 本文基于P-PBL (Problem-posing-based learning)教学模式，以青岛版二年级《毫米、分米的认识》为例，探讨小学低年级数学问题提出教学的有效路径。研究从“问题提出”概念出发，梳理其动态建构与情境驱动的双重属性，构建“情境呈现–提出要求–问题生成–问题处理”四阶段教学流程。案例以“校园美术节制作边框”为真实任务，创设“测量冲突”情境，引导学生自主发现“非整厘米”问题，提出“1毫米有多长”等核心问题；通过历史故事、类比迁移、动手操作等策略，建立毫米、分米的直观表象与单位换算关系。教学实践表明，阶梯式提示语与多元情境能有效降低提问门槛，提升问题质量，促进知识建构与思维发展，为低年级数学问题提出教学提供可复制的范式。

Abstract: This article is based on the P-PBL (Problem-posing-based learning) teaching model, taking the Qingdao edition of the second-grade textbook section “Understanding Millimetres and Decimetres” as an example, and explores effective approaches to teaching problem posing in lower primary school mathematics. Starting from the concept of “problem posing”, the study sorts out its dual attributes of dynamic construction and context-driven nature, and constructs a four-stage teaching process: “scenario presentation - requiring posing - problem generation - problem solving”. The case study uses the real task of “creating borders for the school art festival”, creates a “measurement conflict” scenario, and guides students to independently discover the “non-whole centimetre” problem, posing core questions such as “how long is 1 millimetre”; through historical stories, analogical transfer, hands-on activities and other strategies, students build intuitive representations and unit conversion relationships between millimetres and decimetres. Teaching practice shows that stepwise prompts and diverse scenarios can effectively lower the threshold for questioning, improve the quality of problems posed, and promote knowledge construction and thinking development, providing a replicable model for problem-posing teaching in lower primary school mathematics.