First, put forward the background.

Classroom questioning is an important means of teachers' teaching, an organic combination of teaching activities and the "core of effective teaching". Classroom questioning is an important means to realize the interaction between teachers and students, an important way to realize the communication and understanding between teachers and students, and to cultivate students' independent personality and innovative spirit. It is the key to students' wisdom, the link of information output and feedback, and an indispensable teaching behavior for teachers to organize, lead and implement teaching.

However, due to many reasons, the role of questioning in the current primary school mathematics classroom teaching is far from enough, and the problem of poor effectiveness of questioning is quite prominent. Asking questions casually, lacking pertinence and inspiration; Closed questioning can't promote the pertinence and perfection of students' thinking; Problem separation, lack of experience in designing problems from the perspective of children; Asking questions is one-way. Asking questions is only a teacher's patent, and children are only in a passive state, leaving no room for children to think and ask questions effectively. The integration and flexibility of the problem are not fully considered. In a word, there is a problem of inefficiency in mathematics classroom teaching, which restricts the improvement of mathematics classroom teaching efficiency to some extent. I have some superficial experience in teaching how to optimize teachers' classroom questioning and inspire students' thinking.

Second, the cornerstone of effective questioning-carefully preset questions

The cornerstone of effective questioning in class is to preset an appropriate question in advance. Careful presupposition before class can make teachers better control the classroom. And an appropriate question can often make students easily grasp the key points and break through the difficulties in a pleasant environment. So how to design a suitable question?

1, ask at students' interest points.

Teachers should grasp the teaching objectives according to the psychological characteristics of students' strong curiosity and competitiveness, and conceive questions that are both interesting in knowledge and can guide students to think deeply. So as to stimulate students' interest in learning and their positive thinking. For example, a teacher skillfully set three questions when teaching "Understanding of Circle": "What shape have you seen bicycle wheels?" "Are there square and triangular wheels? Why? " "How about the oval one?" With the thinking and discussion of these novel problems, students' thinking gradually approaches the essence of circle, and their thinking state is positive and exciting.

2. Ask in the student's recent development area.

Xue Ji said: "A good questioner is like tackling a problem", "The first one is easy, and the second one is procedure". In other words, we should fully understand, be familiar with and estimate students' learning level. The problem of design should be adapted to the students' intelligence and knowledge level. If the problem is too difficult and students are afraid, it will dampen their enthusiasm for thinking; If the question is too simple, students can easily answer it without thinking, and they can't improve their thinking ability. According to the research of modern teaching theory, it is best to ask questions in the "nearest development zone" of students.

The issue of "zone of proximal development" is ideological and challenging, which pushes students' thinking to the angry realm of "trying to understand but not talking", forms an excitement center in students' brains, and urges students to mobilize relevant old knowledge and actively explore. For the more difficult problems, we can decompose them. According to the theory of "zone of proximal development", we can create a step-by-step problem situation, form a certain slope, advance from easy to difficult and from simple to complex, and guide students' thinking to gradually extend and expand.

3. Ask the students if they have any questions.

Teachers should study the textbooks carefully and grasp the key points, especially the difficulties. For the difficulties of teaching materials, teachers should seriously think about what kind of problems and design several problems in order to better help students break through the difficulties. For example, in the teaching process of multiples and factors, one of the difficulties is to let students master the method of finding a number factor. Teacher Li first asked the students to learn to find a factor of a number, and then enlightened: "How to find it without repetition or omission? Want to have order? " Then let the students discuss and communicate, which promotes the optimization and improvement of the method of finding a factor of a number, and cultivates the integrity and effectiveness of the expression of students' methods.

Third, the key to effective questioning-observing the principle of questioning

1. Follow the heuristic principle of asking questions and stimulate students' positive thinking.

Confucius said, "If you don't get angry, you won't get angry." . In order to make our classroom questioning enter this realm, we must make good use of the heuristic principle. Make our questions have some space for exploration and thinking. Only in this way can we stimulate students' desire to explore the nature of knowledge and develop their thinking better. We should believe that the accumulation in students' life is heavy and the imagination is immeasurable. Enlightening questions can make students use their brains, think positively and imagine boldly. Produce a state of "can't stop, eager to try". Let the sparks of thinking and the inspiration of wisdom fill the classroom.

2. Follow the principle of teaching students in accordance with their aptitude and respect the individual differences of students.

Confucius put forward the idea of "teaching students in accordance with their aptitude" more than two thousand years ago, and the core idea of the new curriculum is "for the development of every student". All these require us to face the whole class when asking questions in class, which varies from person to person and respects the individual differences of students. Asking questions should be "tailored" and asking questions should be "measured and asked". In this class just now, Mr. Li chose top students to answer difficult questions, usually middle students to answer them, making it easier for students with learning difficulties to answer them. In this way, each question belongs to an apple that can only be picked by jumping. Practice has proved that asking questions for different people has a good effect on cultivating students' interest in learning at all levels, especially on breaking the fear of asking questions for poor students.

3. Observe the principle of timely evaluation and enjoy the joy of success.

In our classroom teaching, we often see some teachers ask students to "sit down" after answering questions, and then immediately enter the next activity; Some students don't even "invite" them to sit, stand or sit, which puts them in an awkward position. The teacher knows whether the students' answers are correct or not. After the students answer, the teacher must make an appropriate evaluation. For students who answer correctly and have original opinions, teachers should not be stingy with their "thumbs", but should give necessary or even amplified praise. For example, in teacher Li's class just now, she made an encouraging evaluation of the students' answers in time. For students whose answers are not comprehensive enough, teachers can also give full affirmation to further inspire students to consider the problem comprehensively. For students who have answered incorrectly, teachers should ask further questions without hurting students' self-esteem, so as to gradually inspire students to get correct answers.

Fourth, effective questioning skills.

(1) Ask questions in time.

Teachers should choose appropriate time to ask questions in class to make teaching flexible and effective. This timing is mainly:

1 is the time when students need to stimulate and mobilize their learning emotions. At the beginning of general teaching, students' emotions are mostly in a state of calm and expectation. It is necessary to design some novel and interesting questions, so that students can immediately enter the situation of this class.

2. When students have blind spots, unclear concepts or obstacles in their thinking, teachers should guide and guide them with questions in time. In the class just now, after the students learned the relationship between multiples and factors, Mr. Li showed the true and false question in time: "In 6×3= 18, 3 and 6 are factors, and 18 is multiples", so that the students can further understand that multiples are interdependent between two numbers, and we must say who is whose multiples, and so are factors. In the division formula of 35÷7=5, students can understand that multiplication and division are reciprocal and communicate their relationship. Through these two questions, students can consolidate their newly acquired understanding of multiples and factors.

3. When students are satisfied with their self-study. Whenever the teaching task of a class is about to be completed or has been completed, students will pause their thinking activities. At this time, teachers need to ask some expanding questions to inspire students, knowledge is endless, and continuous exploration and research are needed to make students develop better in a vast space. At the end of the class, Teacher Li pointed out that many phenomena in life are related to our knowledge of "multiples and factors". After class, students can use what they have learned today to explore the benefits of "1 hour equals 60 points". This kind of expanding problem urges students to sort out what they have just learned and communicate with each other, which not only expands their knowledge, but also makes them realize the application value of mathematical knowledge.

(2) Questions should be targeted.

Classroom questioning is not about quantity or superficial prosperity, but about quality, aiming at students' age characteristics, knowledge level and learning ability, as well as the key and difficult points of teaching materials. The questions asked should show the internal connection of knowledge. The purpose of classroom questioning is to promote students' thinking, help them think, or help them actively construct knowledge, which is the main way to evaluate students, check students and reflect their subjective status. Therefore, teachers should design directional classroom questions. If teachers can't design questions with thinking value in teaching, and blindly revolve around "yes", "right" and "good", then students' thinking can only revolve on the surface, and gradually form a bad thinking habit, which seriously restricts the benign development of thinking. Therefore, teachers have the responsibility to design classroom questions with certain thinking content according to the teaching practice.

(3) Pay attention to the generation of questions when asking questions.

Teachers should not only ask questions, but also listen. Problems in class often arise from students' answers. Emphasizing the generative nature of problems does not mean that teachers should not presuppose, but emphasize more presuppositions. When preparing lessons, we should design the key problems of classroom teaching according to the characteristics of knowledge, preset the process of students' learning activities around these backbones, and design the problems that students may have in the process of activities. What we want to study is how to leave no traces of presupposition, and how to make students feel that they are actively creating a lot under the superb presupposition of teachers. Excellent classroom teaching activities should be a process of constantly asking questions, solving problems and generating problems at the same time. For example, when a teacher is teaching the "half" part of "Preliminary Understanding of Fractions", a student divides four apples into two on average and draws 1 (two) of them. She introduced her work and said, "This is 1/2." Immediately, some students objected and said, "No, this is 2/4". The students were suddenly divided into two groups, and the teacher didn't panic at all. He used students' generating resources flexibly and asked, "What does 1/2 mean? What about 2/4? " . On the premise of further clarifying the meaning of fraction, students naturally understand the fractional representation of division just now.

In a word, questioning in class is an art as well as a knowledge. We teachers should learn to ask questions well and skillfully, so as to induce students' "internal drive". Only by giving full play to the teaching function of questioning and making classroom questioning more flexible and effective can we finally promote the development of students' thinking and improve the quality of teaching, make the classroom truly a paradise for students to learn, and make classroom teaching more effective.