通过问卷分析得出，关于老师们设计真实性问题的路径，主要可以归纳为两 条路径：一是从学科本体出发，从某个学科的教学内容出发，基于课标和教材提 取教学目标，教学目标包括核心知识、概念、思路方法等，根据教学目标设计关 键问题，最后选择适当的真实情境进行渗透；二是从真实情境出发，从学科本体 视角剖析真实情境，挖掘其中的学科性问题，将学科性问题与教学目标相结合进 行评价与删选，最后获得整体化的驱动性问题。

通过对老师们的问卷内容进行质性分析，结合文献及自身对老师们设计的驱 动性问题的思考，归纳了真实性和挑战性特征的具体分析维度，从而提炼出驱动 性问题的设计策略。

Science originates from problems. Exploring and solving problems is the origin and beginning of scientific research. In the process of constantly exploring and solving problems, the human world continues to develop and advance. So far, many educators believe that problem solving is the most valuable and important learning and thinking activity. Most educational activities are related to various types of problems. In the context of quality education and curriculum reform, driving problems are particularly important. If front-line teachers want to design or choose good driving problems, they must clarify the characteristics and specific manifestations of driving problems.

This study mainly uses the method of questionnaire survey to make a qualitative analysis of the questionnaire contents of front-line teachers in various stages and disciplines in the teacher training class, summarize the front-line teachers' elaboration on the characteristics of driving problems, analyze the front-line teachers' understanding of the characteristics of driving problems, and analyze the path of Teachers designing driving problems combined with interviews; Through the questionnaire survey, the students are interested in the driving questions designed by the teacher and the points of interest; Analyze the driving problems designed by teachers through induction, and supplement and improve the secondary connotation of the characteristics of driving problems; Finally, refine the strategy of design driven problems, and mainly draw the following conclusions:

By asking teachers to design their own driving questions and describe the characteristics of driving questions, it is concluded that authenticity and challenge are more characteristics. For the specific performance of authenticity, the answers to teachers are summarized as follows: ① the situation of driving questions should be related to the real world, the problems should exist in the real world, and the questions   in the real world should be solved. ② Authenticity means facing social hot spots or events, exploring answers and influencing the society. The solution of driving problems should have a positive impact on the real world. For example, the driving problem of chemistry discipline should reflect the application of chemistry and discipline value, that is, highlight the discipline value in the real chemical application.

③ Driving questions should be related to students' needs For the specific performance of the challenge, the answers to the teachers are summarized as follows: ① continuous exploration is needed to solve the problem;

② the solution of the problem requires students to cooperate and communicate; ③ the knowledge required to solve the problem is rich; ④ solving the problem requires multiple steps and tasks; ⑤ solving the problem involves behavioral verbs such as "design" and high-order thinking.

The description of teachers is roughly the same as the description of teachers in the literature; For innovation and dynamics, teachers mention less; In addition, operability and value are frequently mentioned by teachers as primary characteristics.

By asking teachers to interview students' Thoughts on driving problems and analyzing teachers' questionnaires, it is concluded that students are generally interested in learning problems. Compared with learning problems, most students are more interested in the authenticity problems designed by teachers. Classify the points of interest of students, and from the perspective of students, consider the points of interest of students from three aspects: the driving problem itself, the problem-solving process experienced by students and the organization of the whole activity.

Through questionnaire analysis and interviews, it can be concluded that the paths for teachers to design authenticity problems can be summarized into two paths: first, starting from the discipline ontology, starting from the teaching content of a discipline, extracting teaching objectives based on curriculum standards and teaching materials. The teaching objectives include core knowledge, concepts, ideas and methods, designing key problems according to the teaching objectives, and finally selecting appropriate real situations for infiltration; Second, starting from the real situation, analyze the real situation from the perspective of discipline ontology, excavate the disciplinary problems, combine the disciplinary problems with the teaching objectives for evaluation and deletion, and finally obtain the integrated driving problems.

  Through the qualitative analysis of the teachers' questionnaire content, combined with the literature and their own thinking on the driving problems designed by teachers, this paper summarizes the specific analysis dimensions of authenticity and challenging characteristics, so as to refine the design strategy of driving problems.