问题是启发的手段,也是探究的载体,教师以问题串为导引,引发学生系列的、连续的思维活动,让学习活动成为学生主动理解并自我建构数学知识的过程。本文从新课各个环节分析探究有效设计问题串的方法,并阐述问题串呈现的特点。 The problem is a means of inspiration and a carrier of inquiry. Teachers, guided by the question string, trigger a series of continuous thinking activities of students and make learning activities become the process of students’ initiative understanding and self-construction of mathematical knowledge. This article analyzes and discusses the methods of effectively designing the question string from all aspects of the new lesson and expounds the characteristics of the question string presentation.