Effective methods of asking questions in primary school mathematics classroom

Lead: In primary school mathematics teaching, classroom questioning is an important teaching link and the most commonly used teaching method. However, in teaching practice, many teachers have not mastered the necessary effective questioning strategies, and there are often deviations in their selection and use, which will affect the effective achievement of teaching objectives. Therefore, it is very important to improve the effectiveness of questioning in mathematics classroom, give full play to the leading role of teachers and the main role of students, improve the efficiency of classroom teaching and carefully design questions. Then, how to improve the effectiveness of asking questions in mathematics classroom in primary school mathematics teaching activities?

Effective methods of asking questions in primary school mathematics classroom 1 First, ask questions clearly.

In order to guide students to think positively when asking questions, only by asking clear and specific questions can we point out the direction of thinking for students. Otherwise, students will be misled, but the preset questioning effect will not be achieved. For example, when teaching "Preliminary Understanding of Multiplication", the teacher showed a very beautiful scene diagram of Flash courseware. After the students observed the picture, the teacher asked, "What did you find after reading this picture?" As soon as the question came out, the students spoke enthusiastically and described the picture in words. But for a long time, I couldn't ask the math questions related to the content of the textbook. Teaching time is wasted. If the teacher asks at the beginning, "How many animals are there in the picture? How many of them are together? " Then pay attention to guide students to count three, four, four and two, and highlight "several 3s", "several 2s" and "several 4s". Then ask the students to find out their number. In this way, the problem will be clear, so as to guide students to effectively capture the mathematical information in the scene and lay the foundation for multiplication learning in the future.

Second, ask questions that are enlightening.

Aristotle once said, "Thinking begins with doubt and surprise". If students' brains are compared to a calm lake, then teachers' enlightening and targeted questions are like a stone thrown into the calm lake, which stimulates students' positive thinking, enlightens students' hearts and makes students in the best thinking state in class. "There is no water in this book, and a stone stirs up a thousand waves." Accurate and enlightening questions are the key to successful teaching and an important link in classroom teaching.

Enlightening questions should follow two principles:

(1) When teachers ask questions, they should let students know why and why according to the students' reality. At the same time, it should be aimed at students' actual knowledge and acceptance ability, neither too difficult nor too easy, otherwise it will get twice the result with half the effort. After asking questions, pause appropriately, give students time to think independently, and achieve the purpose of inducing thinking through the thinking process of asking questions and solving doubts and doubts. For example, the teaching application topic: "Dafeng Grain Store brought in 40 tons of rice, and the ton of flour was three times that of rice. How many tons of rice and flour are brought in? " Teachers can ask enlightening questions: how many tons of flour and rice are needed, and what conditions are needed? What is the key to solving the problem? Through these orderly enlightenments, students are guided to master the quantitative relationship to analyze and solve problems.

(2) Enlightening questions also need to consider whether they can arouse students' interest in learning. The closer the learning content is to students' familiar life background, the higher the degree of students' conscious acceptance of knowledge. Therefore, teachers should be brave enough to jump out of textbooks, combine textbook content with life practice, carry out classroom teaching questioning activities in a broader world, let students actively acquire knowledge, and combine perceptual practical activities with inner feelings and experiences. For example, teaching the law of discovery and showing the scene: in order to celebrate June 1, the school cafeteria prepared some fruits for the children. What fruits are there? What are the rules? What will happen next? what do you think? The scene close to students' real life aroused students' strong desire for knowledge, and students expressed their views one after another. Then I guide students to find the arrangement rules of figures by looking for the arrangement rules of figures, and then create rules, so as to achieve the purpose of inducing thinking, developing intelligence and cultivating ability.

Third, questions should be targeted.

As the saying goes, "ten fingers are different." What's more, what about people's learning level? There should be good, medium and poor students to study. If teachers let good students answer all the questions in class and ignore students with learning difficulties, it will lead to polarization. Therefore, in classroom teaching, although teachers can't design a set of questions for each student, they can still pay attention to the level and gradient of the questions and ask different students questions according to the difficulty of the questions. At the same time, teachers should praise their progress in time, so that students with learning difficulties can taste the sweetness of learning, thus improving their learning enthusiasm.

Fourth, be flexible in asking questions.

The teaching process is a dynamic process, which requires teachers to ask questions flexibly. Many teachers always want to carry out their own design intentions, and always want to "create" opportunities to ask their own design questions, instead of choosing questions according to students' reality. For example, what is 5-(2+ 1/4) equal to after a teacher has finished teaching integer subtraction? A student only subtracts the integer part to get 3+1/4; Another student takes 1 from the minuend and becomes 4/4. When subtracting, 5 forgot to subtract 1 and got 3+3/4. After analyzing the reasons why these two students made mistakes and correcting them, the teacher did not stop there, but proposed: If the answer is 3+ 1/4 or 3+3/4. So how should this topic be changed? This question immediately aroused the interest of the whole class, and everyone talked about it. This problem just exposes the confusion or mistake of integer minus band fraction. This problem comes from students and is solved by students themselves, which is not only beneficial to students' thinking ability, but also can mobilize students' learning enthusiasm.

Fifth, the problem should be hierarchical.

There are many ways to ask questions, which can be summarized into four types according to their levels and functions: First, review questions, that is, ask what you have learned before lectures, so as to review and consolidate what you have learned. The second is the guiding question, which is a problem in the teaching process and guides students to transition from what they have learned to what they have learned. The third is to ask the key question, that is, to make students understand the problem more clearly in the teaching process. The fourth is summative questioning, that is, what is the main content of this lesson after the new lesson is finished? What is the focus of the content? What relationship problems are mastered and so on. These questions are rich in content and can be used flexibly. A problem may be solved in several steps, and the questions in each step should be asked appropriately. The questions can't be reversed, so we should pay attention to the connection before and after, so that each question can properly arouse students' positive thinking.

As we all know, there is no fixed pattern in a class, and classroom questioning is by no means the same. No matter what form of classroom questioning is adopted, it should achieve the best effect in imparting knowledge, enlightening wisdom and cultivating sentiment. As long as it can stimulate students' interest in learning, strike a chord in students' thinking, let students devote themselves to learning in the best state in the teaching process, and lay the foundation for the whole classroom teaching, it is a successful classroom questioning.

The Effective Methods of Questioning in Primary School Mathematics Classroom Chapter II Questioning in class is an indispensable teaching form in any teaching activity and an important bilateral teaching form of communication and collision between teachers and students. But most teachers feel that many students don't like to raise their hands to speak in class, and the atmosphere of class discussion is not warm enough, which brings great obstacles to mathematics teaching. In the new curriculum reform which takes students as the main body and cultivates creative thinking, how to effectively optimize classroom questioning is more important and prominent.

1. Clever questions can stimulate students' interest in learning;

In the process of classroom teaching, questions should be novel and ingenious, stimulate interest, make people think deeply, and enhance students' awareness of autonomous learning. When asking questions, teachers should skillfully design questions according to the characteristics of teaching materials and the actual situation of teaching content, seize the opportunity and ask questions with artistic skills, so that students can learn actively and acquire mathematical knowledge. For example, after learning similar items, when summing up after class, don't ask "What did we learn today?" What have you gained? "On the contrary, we skillfully gave an example first." In the last section, we learned descending order. If descending order is like students queuing according to their height, what kind of similar projects can they learn today? ".The students immediately started a discussion, and the summary speech was extremely enthusiastic:" It's like queuing up for boys and girls "; Just like selling fruits, oranges belong to one category, bananas belong to one category, apples belong to one category, and so on. Students give full play to their imagination and are full of interest. The teacher immediately asked: "So what should we pay attention to in the classification of similar items? ".Through such ingenious problem design, students' interest in learning is greatly stimulated, their thinking is started, and the problems that should be paid attention to in the classification of similar articles are firmly grasped.

2. Ask questions around the difficulty and depth of the question;

Teachers' questions must have certain difficulty and depth, and students must think carefully and use their brains before they can answer. So the difficulty and depth of the problem should be appropriate. If the question is too simple, it will not promote students' thinking activities; However, if the difficulty is too great and beyond the students' intelligence, it will also make students lose confidence and reduce their interest in learning. We advocate starting from the development of students' thinking, starting from students' learning cognitive level and characteristics of mathematics disciplines, and the 45-minute limitation of classroom teaching, thinking from multiple angles through different ways, such as shallow questions, shallow questions, direct questions, direct questions, inverse questions and multiple questions, so as to optimize students' thinking quality and show students' innovative personality. Promote the formation of students' knowledge and skills, and promote the cultivation of students' healthy emotions.

Therefore, before class, we should fully analyze the learning situation and understand the students' mastery of the content to be taught. On this basis, combining the age, original cognitive basis and ability of students, we should ask questions appropriately, that is, the difficulty of the questions should conform to the so-called "nearest development area" of students in psychology-the area between the current level of students and the level that students can reach after thinking, which is not within reach, but can jump.

3. Ask questions accurately;

Socrates said: "The problem is the midwife, which can promote the birth of new ideas." Therefore, a good question needs teachers to spend a lot of time and energy to design after fully understanding the teaching materials and learning situation. "Precision" and "accuracy" mean that classroom questions should have a clear starting point and pertinence, and questions should be appropriate, accurate and perfect. Every question put forward by teachers should not only stand up to scrutiny, but also emphasize the most effective combination, that is, there are connections and levels between questions, so as to make every question designed by teachers form an organic and rigorous whole. When students answer these questions, they not only understand and master the knowledge, but also get strict thinking training. However, we often have too many problems in classroom teaching, which are superficial and formalistic, such as "Do you understand? Is there anything else that won't? Did you find it? " And other invalid problems. This requires our teachers to design more applied and comprehensive questions that can inspire thinking, expand thinking and even innovate from the perspective of subjective initiative.

4. Questions should be directed at all students and vary from person to person;

The range of questions should be wide and the objects to be asked should be distributed reasonably. Teachers can design some questions with moderate difficulty in the classroom, so that all students can acquire knowledge and nutrition, satisfy their "appetite" needs, and let students with good grades and poor grades have the opportunity to participate in answering questions. At the same time, teachers should design different gradient questions according to the actual level of students: students with learning difficulties can be appropriately "degraded", ask simple questions, take care of them and make them successful; Ask some slightly more difficult questions to intermediate students and let them try to succeed; For top students, ask some difficult questions to motivate them to make progress; For special students, we can reasonably increase the difficulty, put forward some special innovative problems and encourage innovation. Questions should vary from person to person, eliminate the fear of middle school students and students with learning difficulties, and cultivate students' interest in learning at all levels.

5. Leave time for students to think and explore after asking questions.

A good way to ask questions should focus on stimulating students' thinking process, rather than rushing to get results. Teachers should wait patiently after asking questions, and the interval between questions in class is still a very particular knowledge. Teachers give students appropriate time to think according to the nature of the problem. The research shows that when teachers increase the waiting time from less than 1 sec to 3 to 5 seconds, there will be many significant changes in the classroom, such as students giving more detailed answers, making more evidence-based proofs and asking more questions, and students' sense of accomplishment will be significantly enhanced. It should be noted that the longer, the better. It is best not to exceed 10 second. Because with the extension of time, the classroom atmosphere will become strange, and many students begin to wander in the state of thinking, which means they have deviated from the scope of classroom teaching. So teachers should grasp the waiting time after asking questions.

Zhu, an educator in the Song Dynasty, said: Those who learn without doubt must first teach those who have doubts, and those who have doubts must have no doubts, and only in this way can they make progress. In a sense, the teaching process of a class is actually composed of several questions, and each question is a "post station". Whether the teaching is successful or not and whether the students get rich or not is directly related to the quality of teachers' questions in the teaching process. The teaching of excellent teachers lies not only in speaking, but also in asking.

Therefore, to treat classroom questions requires teachers to have students in mind, goals and strategies. In the dynamically generated classroom, we should constantly optimize the methods, processes, contents, ways and angles of classroom questioning, mobilize students' intrinsic motivation from multiple angles and levels through scientific classroom questioning, strengthen the harmonious interaction between teaching and learning, give full play to the effective value of questioning, treat students sincerely as the masters of learning, and elaborate design is of great significance for students to understand and master relevant knowledge.