随着社会经济的迅猛发展、高中数学教育的不断改革,各种新颖的数学教育观点和教育思想层出不穷.各学校、各教师都在不断进行新的尝试,期望能建立适合高中学生数学发展和达到课改目标的一种数学课堂教学模式.近几年的研究表明,数学可以看成研究数学问题的科学,不仅仅是让学生学会如何来解决问题,更不能忽视的是教会学生如何提出问题.在众多的高中数学课堂教学模式中,也不乏问题教学模式.但是这些教学模式都是关注于学生对新问题的解决,重视对教师提出问题的猜测、推理、验证,缺少学生主动提问的环节,更缺少学生解决自己提出的问题环节.本文通过查阅文献资料,结合自己多年来教学一线的工作经验,尝试“教师引领发问,学生解决问题;学生挖掘问题,教师答疑;学生提出问题,学生解答问题”的高中数学课堂“三问”教学模式的研究.文章中,笔者力求继承和发扬传统教学的优点,剔除传统教学中不利于学生思维发展的做法,强调教师观念的转变,提倡精心准备为引领学生合理提出问题而进行的课堂问题设计,通过大量的课堂实例来凸显高中数学“三问”教学模式的表现形式.“教师应该用和学生的知识相称的题目来激起他们的好奇心,并用一些激励性的问题去帮助他们解答题目,那么他就能培养学生对独立思考的兴趣,并教给他们某些方法.” 经过一段“三问”教学模式的实验之后,学生的思维彻底从机械模仿、呆板记忆的课堂模式中解放出来,还原其本来活灵活现的状态.学生不仅能对教师提出的问题进行合理分析和解答,而且还可以根据题目的要求提出用来解决问题的相应问题,大大提高了学生的数学问题意识.在“三问”教学模式的课堂中,由于倡导学生尽己所能的提出问题并探讨解决问题的思路,基本实现了学生的自主学习,所以,学生的数学学习兴趣浓厚,他们在问题的提出和解决中体验成功、提升自信心.同时, “三问”教学模式实现了师生关系的和谐发展,很好的将教师定位于学生的引导者和合作者的朋友关系,在师生的交流探究中,班级整体学习水平显著提高,也就是说,学生“会学习”.

With the rapid development of social economy, the continuing reform of high school mathematics education, mathematics education in a variety of innovative ideas and an endless stream of educational thought. The school, the teachers are constantly try new things, hoping to establish for the development of mathematics and to high school students curriculum goal of a mathematics classroom teaching. In recent years, studies have shown that mathematics can be viewed as the science of mathematical problems, not just for students to learn how to solve the problem, but can not be overlooked is teaching students how to ask questions. Among the many high school mathematics teaching mode, but also no shortage of problems teaching. but these are focused on teaching students to solve new problems, attention problems on teachers speculation, reasoning, verification, students take the initiative to question the lack of links, but the lack of issues raised by the students solve their own links.Through access to literature, combined with his years of teaching experience in the front line, trying to "lead teachers ask students to solve problems; the problem of mining students, teachers, Q & A; students to ask questions, students answer questions," the high school math class, "three questions" Teaching Model. article, the author seeks to inherit and carry forward the traditional teaching of the advantages of removing the traditional teaching is not conducive to the development of student thinking approach, emphasizing the concept of change of teachers, to promote well-prepared questions to guide students to conduct a reasonable question design class by a large number of high school mathematics classroom examples to highlight the "Three Questions" form of teaching mode. "teachers and students of knowledge should be commensurate with the subject to arouse their curiosity, and problems with some incentive to help them answer questions , then he will be able to help students interested in independent thinking, and teach them some way. "After a period of "three questions" teaching experiment, students from the mechanical imitation of thinking completely, rigid classroom model of memory freed to restore its original vivid state. Student teachers not only rational analysis of the issues raised and answers but also can request subject to the corresponding problems to solve the problem, greatly improving the awareness of students of mathematics problems. In "Three Questions" classroom teaching, because students do their best to advocate to ask questions and to solve the problem of The idea, basically the students in independent study, so students interested in mathematics learning, they raise and resolve issues to experience success, increase self-confidence. Meanwhile, the "three questions" teaching mode to achieve the harmonious relations between teachers and students development, and good positioning in the teacher guide students and collaborators of the friendships, the exchange of teachers and students to explore in class significantly increased the overall level of learning, that is, students "will learn."