Questioning strategies in primary school mathematics classroom (1) should be contextualized.
? Interest is the best teacher? For primary school students, learning without interest is a kind of coolie. It is hard to imagine that when they are not interested in learning, they can take the initiative to participate in learning. The presentation of mathematical knowledge is abstract, static and even boring. Therefore, effective classroom questioning should be good at creating situations, stimulating students' interest in learning and guiding students to actively participate in learning. For example, when teaching "Understanding Circle", I designed such a problem situation with multimedia: in a racing competition, the wheels of the first car are square, the wheels of the second car are round, and the wheels of the third car are triangular. They set out at the same time, place and direction. The teacher triggered a guess: Who will reach the finish line first? This kind of questioning is intuitive, vivid and interesting, which can arouse students' existing experience, expand association, be fascinating and gripping, and make students actively participate in the problem-solving situation.
(B) Questions to grasp the key
The clarity of questions directly affects the orientation of students' thinking direction and the level of students' answering questions, such as the addition and subtraction of different denominator fractions taught by teachers? After introducing a+b, ask:? What are the characteristics of a and b scores? All are true scores. Another answer:? The molecules are all 1. Obviously, this question is not clear, and the students' answers are not in line with the teacher's intention to ask questions. Are the denominators of these two fractions the same? Can fractions with different denominators be added directly? Why such a question is clear, and at the key points, it helps students understand why they want to divide.
(C) ask questions, grasp the way of thinking of students.
Teachers should ask questions on the key points of knowledge, the difficulties of understanding, the turning point of thinking and the exploration of laws. Asking questions at key points of knowledge can highlight key points, disperse difficulties and help students remove learning obstacles. Asking questions at the turning point of thinking is conducive to promoting the transfer of knowledge and building and deepening the new knowledge learned. The area of the circle? At that time, the teacher organized students to operate intuitively, cut the circle into an approximate rectangle, and deduced the area formula of the circle by using the area formula of the rectangle. The internal connection of knowledge here is what is the relationship between the area of the assembled approximate rectangle and the area of the original circle? What is the length and width of an approximate rectangle? In order to put forward these two questions in time, the teacher asked the students to operate first, divide a circle into 8 parts and 16 parts and cut it into an approximate rectangle. The teacher suggested: ① How about dividing the circle into 32 parts and 64 parts? ② What is the length and width of this approximate rectangle? (3) So how to deduce the area formula of a circle from the rectangular area formula? Asking questions in exploring the law can encourage students to think actively in class, let students learn new knowledge through their own thinking, get new laws, and let them feel the fun of learning.
(D) ask questions to promote the gradual deepening of knowledge.
Students' understanding of knowledge always goes through a cognitive process from ignorance to understanding, from shallow to deep. Only when teachers ask appropriate questions at critical moments can they speed up the deepening process. For example, when teaching the content of the sum of the internal angles of a triangle, the teacher shows an isosceles right triangle with courseware. The teacher asks: What is the sum of the internal angles of this isosceles right triangle? Student: 180 degrees. Teacher: Divide this isosceles right triangle into two triangles. What is the sum of the internal angles of each triangle? Some students immediately replied: 90 degrees. Teacher: How did you get 90 degrees? Health:1half of 80 degrees equals 90 degrees. Teacher: Is this the correct calculation? The courseware demonstrates the process of dividing into two right triangles. ) Through observation and thinking, students: each is 180 degrees. Teacher: What do you think? Teacher: Draw an arbitrary triangle, cut off three corners and spell it out. What angle can you spell? In this way, students can ask questions from the simple to the deep, get inspiration, think smoothly, and know more clearly that the sum of the internal angles of the triangle is 180 degrees, regardless of the size and shape of the triangle. In this way, they can deepen their knowledge step by step, ask questions, fascinate them, inspire their intelligence and help them find the key to solving problems.
(5) Questions should be targeted.
Students' learning is bound to be good, medium and poor. If the teacher asks all the students to answer questions in class and ignores the students with learning difficulties, it will lead to two divisions. Therefore, teachers should ask questions according to the situation of different students when designing classroom questions. Is it suitable for top students? Improve? For ordinary students, step by step? Upgrade? Is it suitable for students with learning difficulties? Demote? To meet the needs of different appetites, and thus make? Different people get different development in mathematics? 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.
(6) Create a harmonious questioning environment.
From the psychological point of view, teachers' facial expressions, language intonation, gestures and the distance between teachers and students all have certain influences on students' thinking. Teachers should strive to create a democratic teaching atmosphere and form a harmonious classroom questioning environment, which is naturally conducive to asking questions and discussing problems. When students answer questions, teachers should be kind and gentle, let students fully express their views, listen carefully to students' answers, and don't interrupt students' speeches easily. In particular, students should not be ordered to sit down for fear of delaying teaching time. Students can write their answers on paper before they answer. For students who make mistakes, you can let other students evaluate them first. After students fully express their opinions, teachers should give them their own opinions, but don't forget to give them an encouraging evaluation at the same time. If teachers reprimand or even dig at students who make mistakes or can't answer, it will not only dampen their enthusiasm and initiative, but also lead them to fail to answer.
In short, in the whole teaching process, teachers, as interpreters and organizers, should take students as the masters of learning, carefully design questions that play an important role in students' understanding and mastering relevant knowledge, stimulate students' participation motivation, guide students to participate in the whole learning process, give full play to their main role, and realize the optimization of classroom teaching.