Design and Reflection on Question Chains in Junior High School Mathematics Classrooms from a Core Competency Perspective
核心素养导向下初中数学课堂问题链的设计与思考

摘要

在核心素养导向的课程改革背景下，课堂提问聚焦学生学习与思维发展。本文从问题链视角出发，探讨初 中数学课堂中结构化提问的设计思路与实施路径。以北师大版七年级数学“完全平方公式”为例，围绕主问题构建 子问题链，通过图形情境引入、规律探究、公式生成等环节，分析问题链在促进知识建构与发展数学思维中的作用。 研究表明，问题链能有效增强学习的连续性与整体性，推动课堂提问由碎片化走向结构化深度，为落实数学抽象、 逻辑推理等核心素养提供可行路径。

Abstract

 In the context of competency-oriented curriculum reform, classroom questioning has increasingly focused on students’ learning processes and the development of mathematical thinking.From the perspective of problem chains, this study explores the design principles and implementation approaches of structured questioning in junior secondary mathematics classrooms. Taking the lesson on the Perfect square trinomial in the Grade 7 mathematics textbook (Beijing Normal University Press edition) as an example, a sequence of sub-questions is constructed around a central problem.Through graphical exploration, pattern investigation, and formula generalization, the study discusses how problem chains support knowledge construction and foster mathematical thinking.The results suggest that problem chains improve the continuity and coherence of learning, guiding classroom questioning from fragmented interactions toward structured inquiry, and offering a practical approach to developing core competencies such as mathematical abstraction and logical reasoning.