随着素质教育深入发展,中小学数学开放题越来越多渗透到课堂教学和考试考核中。学者戴再平在上海组织的“数学开放题及其教学”学术研讨会,对于扩大国际交流、加强我国研究工作者和中小学教师之间的合作,起了较大的作用。开放题按命题要素进行分类,一般分为条件开放题、结论开放题、策略开放题等。条件开放题特点具有问题的条件不确定,不足或是多余。当条件不足时,需要学生对其予以补充;当条件有多数时,需要 With the in-depth development of quality education, more and more mathematics open questions in primary and secondary schools have penetrated into classroom teaching and examination assessment. The academic symposium of the “Open Mathematical Questions and Teaching” organized by the scholar Dai Zaiping in Shanghai played a significant role in expanding international exchanges and strengthening the cooperation between Chinese researchers and teachers in primary and secondary schools. The open questions are classified according to the propositional elements, which are generally divided into conditional open questions, conclusion open questions, and strategy open questions. Conditional open questions feature problematic conditions that are uncertain, inadequate or redundant. When conditions are not sufficient, students are required to supplement them; when there are a majority of conditions, they need to