On the Skills of Asking Questions in Senior High School Mathematics Classroom How to Ask Questions Effectively in Senior High School Mathematics Classroom

Questioning in class is a common teaching method in mathematics teaching. On the one hand, it can improve students' attention to classroom teaching and improve learning efficiency; On the other hand, it can consciously guide students' thinking habits, so that students can keep up with the teacher's problem-solving ideas and master the problem-solving methods in their studies. It can be seen that classroom questioning plays an important role in senior high school mathematics teaching. However, through the author's investigation, it is found that some teachers do not really understand the essence of classroom questioning, either improvising or becoming a mere formality, which does not really play a good role in mobilizing students' enthusiasm and guiding them to acquire knowledge. Below, the author talks about some tips for asking questions in class based on his own senior high school mathematics teaching experience.

First, the current problems in mathematics classroom questioning

1. Questions in class are not targeted. Many math teachers lack a deep understanding of classroom questioning in the process of preparing lessons, and have not prepared the content of classroom questioning in a targeted way, which leads to the problem interaction between teachers and students in the process of classroom teaching is very casual and lacks purpose and pertinence. There are also some teachers who simply pursue the classroom effect, and the difficulty of the topics in the teaching process is uneven. For some not too difficult questions, students' answers are often very positive, and the classroom atmosphere is also very warm, but it does not deepen students' understanding of the teaching content. It seems that the effect is good, but it is not; For some difficult questions, it is often difficult for students to answer them comprehensively and correctly. Over time, students easily lose their self-confidence in mathematics learning.

2. Classroom questioning lacks completeness. Under the current questioning mode in senior high school mathematics classroom, as long as students can answer the correct answers, the whole questioning process is basically over. From the teaching process, it really improves the teaching efficiency, and can spare more time to teach other contents, but ignores the integrity of teacher-student interaction. Students only answer questions and do not participate in the thinking and exploration of questions. Over time, students tend to form a learning atmosphere of one-sided pursuit of conclusions and neglect of process, which is not conducive to cultivating strict mathematical logic demonstration habits.

3. Classroom questioning is ineffective. Many senior high school math teachers often ignore students' age and fail to fully consider their "thinking development area" when asking questions in class. The questions are often very general, which is not easy for students to understand and accept, and the effectiveness is not high.

Second, several problems that need to be paid attention to in the process of asking questions in senior high school mathematics classroom.

1. Create a good problem situation and stimulate students' learning autonomy. Developing teaching activities by creating problem situations is also called situational teaching, which is a teaching mode strongly advocated by the new curriculum reform. In this teaching mode, teachers consciously bring students into familiar life scenes and carry out teaching activities in this atmosphere. Because it is a familiar scene, learners are more likely to accept knowledge and learn better. In the process of high school mathematics teaching, we can make full use of the advantages of situational teaching to carry out classroom questioning activities. Teachers can introduce common mathematical scenes at the beginning, and then ask some questions that are contrary to the common sense of real life when students gradually enter the situation, which can arouse students' curiosity and stimulate their desire to explore problems. Driven by curiosity, it can stimulate students' learning enthusiasm and improve their learning initiative.

2. Carefully set the question gradient to improve students' thinking ability. The questions raised in math class are not given casually, but are given by the teacher after full consideration and analysis in the process of preparing lessons. Good questions can play a major role in the whole classroom teaching, deepen students' impression of knowledge points, and guide students to understand the content of teaching materials from the superficial to the profound, and the gradient of classroom questions is the key to judge whether a question is good or bad. The so-called gradient requires teachers to analyze the actual situation of students comprehensively and integrally when asking questions about mathematics. The questions designed for students with different learning levels can't all be the same, and they should fully reflect the differences in levels. The questions given to students with good math scores should be deep and difficult, and guide these students to understand math problems from a higher level; For students with average math scores, try to control the difficulty of questions, stimulate students' interest and enthusiasm in learning by asking questions, and guide these students to gradually like math learning; For some students with relatively weak mathematical foundation, try to ask these students some relatively easy basic questions, so that these students can fully experience the sense of achievement in mathematics learning and stimulate their interest in learning mathematics.

3. Reflect divergent characteristics by asking questions, and cultivate students' thinking quality. In the traditional mathematics classroom questioning mode, teachers often ask and students answer. Rigid and monotonous question-and-answer mode is often difficult to arouse students' enthusiasm, which is not conducive to the study of mathematics knowledge. Divergent question-and-answer mode is put forward to overcome the disadvantages of traditional mathematics classroom. This question-and-answer mode mainly covers three characteristics: First, questions are no longer limited to the content of textbooks, and divergent question-and-answer mode does not strictly require that all classroom questions must be limited to mathematics textbooks, but allows them to expand outward, as long as the final result helps to improve teaching efficiency. Second, the divergent question-and-answer mode has changed the rigid mode of "the teacher asks and the students answer" in the traditional teaching process, and creatively allows students to ask questions to the teacher and the teacher answers. This "many-to-one" teaching mode is more conducive to students' deepening of knowledge and easier to help students solve problems encountered in the learning process. Thirdly, the divergent question-and-answer mode focuses on cultivating students' thinking quality. In the divergent question-and-answer mode, the teaching purpose is no longer just to study around "results", but to highlight the importance of thinking. By asking questions, students should not only know the result of the problem, but also know more about the mathematical methods and ideas embodied in the specific problem-solving process, so as to truly teach both "fish" and "fishing".

In a word, classroom questioning is not so much a teaching method as a teaching art, which needs teachers' attention and grasp from all aspects. If we want to design a high school math class well, we should not only pay attention to the effectiveness and pertinence of asking questions, but also grasp the process, angle, method and expression of asking questions. All this needs the continuous thinking and improvement of the majority of high school mathematics educators in their work, and finally can improve the teaching art of classroom questioning, better serve the teaching requirements and better improve the teaching level.