初中数学问题链教学的案例研究——以“勾股定理”为例

A Case Study of Mathematical Problem Chain Teaching in Junior High School —Taking “Pythagorean Theorem” as an Example

摘要: 问题链教学是培养学生四大能力的重要途径，但有许多教师对问题链教学理解不深入。为了解初中数学课堂问题链教学现状，现以“勾股定理”第一课时为主题的数学课堂进行分析。研究发现初中教师设计与实施问题链教学时存在以下三个问题：第一，注重数学知识，方法等方面关联，缺乏思考视角关联；第二，问题链所体现的数学思维较单一；第三，在教学过程中，教师一问到底，忽视学生主体地位。

Abstract: Problem chain teaching is an important way to cultivate students’ four abilities, but many teachers do not have a deep understanding of problem chain teaching. In order to understand the current situation of problem chain teaching in junior middle school mathematics classroom, this paper analyzes the mathematics classroom themed with “Pythagorean Theorem” in the first period. It is found that junior middle school teachers have the following three problems when designing and implementing problem chain teaching: First, they pay attention to the correlation of mathematical knowledge and methods, and lack the correlation of thinking perspective. Second, the mathematical thinking reflected in the problem chain is relatively simple. Thirdly, in the teaching process, teachers ask questions to the end and ignore students’ subject status.