学科核心素养视域下初中数学课堂提问探究
Exploration on Middle School Mathematics Classroom Questioning from the Perspective of Disciplinary Core Literacy

随着《义务教育数学课程标准(2022年版)》的发布，数学教育的目标已从单纯的知识传授转变为注重学生核心素养的培养。本研究通过分析S-T (学生–教师)课堂教学行为大数据，发现初中数学教师在课堂提问时存在对低阶思维的偏重，而忽视了高阶思维能力的培养。文章基于COP项目的“四何问题”框架，探讨了结构化教学设计策略，并通过实际教学案例展示了其应用效果。
With the release of the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), the goal of mathematics education has changed from pure knowledge transfer to focus on the cultivation of students’ core literacy. By analyzing the big data of S-T (Student-Teacher) classroom teaching behaviors, this study found that junior high school mathematics teachers have a bias toward lower-order thinking and neglect the cultivation of higher-order thinking skills when asking questions in class. Based on the “Four W Questions” framework of the COP program, the article discusses the structured instructional design strategy and demonstrates its application through actual teaching cases.