高中数学问题链教学实践研究

Research on the Teaching Practice of High School Mathematics Problem Chains

摘要: 高中数学课堂提问常呈现零散化倾向，问题之间缺少逻辑关联，学生难以在碎片化的问答中形成连贯的认知结构。问题链教学试图将数学知识自身的逻辑序列转化为学生思维推进的现实路径，这一转向在实际操作中仍面临节奏把控、开放程度等具体困难。本文在梳理问题链内涵与类型的基础上，结合函数单调性课例，探讨其可行的实施模式与优化策略，以期为一线教学提供参照。

Abstract: Questioning in high school mathematics classrooms often tends to be fragmented, with questions lacking logical connections, making it difficult for students to form a coherent cognitive structure from fragmented Q&A interactions. Problem chain teaching attempts to transform the logical sequence of mathematical knowledge itself into a realistic path for students’ thinking progression. However, this shift still faces specific challenges in practical operations, such as pace control and degree of openness. Based on an analysis of the connotation and types of problem chains, this article explores feasible implementation models and optimization strategies through a case study of a lesson on function monotonicity, aiming to provide a reference for frontline teaching.