Problem driven teaching strategies in junior high school mathematics under the new curriculum standard background: A case study of The Relationship Between the Three Sides of a Right Triangle
新课标背景下初中数学问题驱动式教学策略——以“直角三角形三边的关系”为例

摘要

《义务教育数学课程标准（2022 年版）》倡导以真实问题情境开展探究教学，发展学生数学核心素养。基于此提出系统性、适度性、探究性三项问题驱动式教学设计原则，在此基础上，从创设真实趣味情境导入核心问题、搭建递进式问题链组织探究、设置多层问题任务实现迁移、设计开放性问题促进综合运用四个维度，提出问题驱动式教学的课堂实施策略，旨在为初中数学教学的研究提供理论参考与实践范式。

Abstract

The Compulsory Education Mathematics Curriculum Standards (2022 Edition) advocates inquiry oriented teaching based on real world problem situations to develop students’ core mathematical competencies. Accordingly, three design principles for problem driven teaching are put forward, namely systematicness, appropriateness and inquiry orientation. On this basis, classroom implementation strategies for problem driven mathematics teaching are proposed from four dimensions: creating authentic and interesting situations to introduce core questions, constructing progressive question chains to organize inquiry activities, designing multi level problem tasks to realize knowledge transfer, and developing open ended questions to foster comprehensive application. This study aims to provide theoretical reference and practical paradigms for junior high school mathematics teaching research.