2016年9月由教育部项目组发布《中国学生发展核心素养》报告指出，中国的基础教育改革要重视培养受教育者的核心素养。具体到高中数学教育教学，引导学生发现问题，提出问题，分析问题，解决问题是培养其数学素养的好方式。黄河清在《高中数学“问题导学”教学法》中对以问题为载体，教师的“导”为主线，学生的“学”为目标的“问题导学”教学法进行了理论阐述，并系统构建了“问题导学”下的课堂教学模式。本研究在新课程改革的背景下就“问题导学”在高中数学新授课教学模式做实践研究。积累已有“问题导学”新授课教学的优秀经验，关注其实施现状及存在的问题，思考现实背景对“问题导学”提出哪些新的要求，加以具体实践，提出应对策略，对“问题导学”的研究进行传承与创新，提供实践经验，深化“问题导学”教学法的理论依据。 首先，本研究对“问题导学”进行理论研究。通过文献综述了解高中数学“问题导学”的已有研究。同时寻找并梳理“问题导学”的支撑理论：“问题解决”理论、多元智能理论、认知学习理论、最近发展区理论、建构主义理论、启发式教学理论等。 其次，本研究对“问题导学”新授课教学进行实践研究。研究的切入点是:如何对已经比较系统、成熟的“问题导学”新授课教学进行继承与创新？实践分为四个部分。第一部分，观摩、分析“问题导学”新授课教学优秀课例，吸取精华。感悟“问题导学”新授课教学的关键点，熟悉该模式的五个环节。研究发现在实践中加强学生提出问题能力的培养是顺应改革所需的创新点。第二部分，寻找、剖析目前“问题导学”新授课教学的实施过程需要突破的问题。本研究对本校数学教师进行访谈、问卷调查，发现实施过程存在的难点主要是：（1）不知道怎么设置问题；（2）对新知识的内涵和外延挖掘不深；（3）学生提出问题情况不乐观。第三部分，思考、分析现代背景下实施“问题导学”新授课教学的新要求，即“问题导学”要落实学生核心素养的发展。具体可以从三个方面实现：（1）设置核心问题，将核心知识与核心素养有机融合；（2）“问题导学”，以提高学生提出问题的能力；（3）将“问题导学”延伸至课外。第四部分，进行“问题导学”新授课教学创新性地实践，根据课堂教学评价量表自我评分，及时反思总结：一、“问题导学”的优势在于：(1)促进学生发展;(2)促进教师的成长;(3)成就高效的数学课堂.二、“问题导学”新授课教学的难点突破策略：(1)以研促教提升问题设置能力；(2)营造良好的班级氛围及加强教师主导，促进学生提出问题能力；(3) 将“问题导学”延伸至课外。

In September 2016, the Ministry of education's project team released the report on the core literacy of Chinese students' development. It pointed out that China's basic education reform should attach importance to educator's core literacy. Specifically to the teaching of high school mathematics education, it is a good way to cultivate students'mathematical literacy to guide them to find problems, put forward problems, analyze problems and solve problems. Huang Heqing's "Problem-based Learning" teaching method in Senior High School Mathematics expounds the "Problem-based Learning" teaching method, which takes the problem as the carrier, the teacher's "guidance" as the main line and the students'learning as the goal, and systematically constructs the classroom teaching mode under the "Problem-based Learning". Under the background of the new curriculum reform, this study makes a practical research on the new teaching mode of "problem-based instruction" in high school mathematics. Focus on the current situation of the implementation of "problem-based learning" new teaching, think about the new requirements of "problem-based learning" put forward by the realistic background, put forward specific practice and countermeasures, provide practical experience for the research of "problem-based learning" and deepen the theoretical basis of "problem-based learning" teaching method. Firstly, this study conducts theoretical research on "problem guidance". This paper summarizes the existing research on problem-based instruction in senior high school mathematics through literature review. This paper summarizes the existing research on problem-based instruction in senior high school mathematics through literature review. At the same time, it seeks and combs the supporting theory of "problem-based learning guidance": problem-solving theory, multiple intelligences theory, cognitive learning theory, recent development zone theory, constructivism theory, heuristic teaching theory and so on. Secondly, this study conducts a practical research on the new teaching of "problem-based instruction". The starting point of the research is: how to inherit and innovate the new teaching method of "problem-based learning guidance" which has been relatively systematic and mature? Practice is divided into four parts. The first part is to carefully observe and analyze the excellent teaching examples of the new teaching of "problem guidance" and absorb the essence. Understand the key points of the new teaching of "problem guidance" and be familiar with the five links of the model. The research finds that strengthening the cultivation of students'ability to ask questions in practice is the innovation point needed to conform to the reform. The research finds that strengthening the cultivation of students'ability to ask questions in practice is the innovation point needed to conform to the reform. The second part is to find and analyze the problems that need to be broken through in the implementation process of the new teaching of "problem-based learning guidance". This study conducted interviews and questionnaires with mathematics teachers in our school, and found that the main difficulties in the implementation process were: (1) not knowing how to set up problems; (2) not deep in the connotation and extension of new knowledge; (3) students'questioning situation was not optimistic. The third part, thinking and analyzing the new requirements of implementing the new teaching of "problem-based learning guidance" under the modern background, that is, "problem-based learning guidance" should implement the development of students'core literacy. Specifically, it can be achieved from three aspects: (1) setting up core problems, organic integration of core knowledge and core literacy; (2) problem guidance to improve students'ability to ask questions; (3) extending "problem guidance" to extracurricular activities. The fourth part carries on the innovative practice of the new teaching of "problem-based learning guidance", according to the self-rating of the classroom teaching evaluation scale, timely reflection and summary: The advantages of "problem-based instruction" lie in: (1) promoting the development of students; (2) promoting the growth of teachers; (3) achieving efficient mathematics classes; (2) breaking through the difficulties in the new teaching of "problem-based instruction": (1) promoting the ability of Problem-Setting through research; (2) creating a good class atmosphere and strengthening the teacher's leadership to promote students'ability to ask questions; (3) extending "problem-based instruction" to the class Outside.