Questioning strategies of primary school math teachers in class 1. The significance of studying the questioning teaching strategy in primary school mathematics classroom.
Studying the teaching strategies of questioning in primary school mathematics classroom can enrich the theory of primary school mathematics education to a certain extent, and also provide some theoretical basis for the current primary school mathematics classroom questioning. Its practical significance lies in deepening classroom teaching practice, helping teachers get out of the misunderstanding of classroom questioning, improving teaching efficiency, making primary school mathematics teachers really master questioning strategies, and at the same time helping students to develop their innovative thinking and other abilities.
Second, some problems in the classroom questioning of primary school mathematics
The validity of the (1) problem needs to be improved.
According to the survey, the effective rate of primary school math teachers asking questions in class is 56%, which means the remaining 44% needs to be improved.
(2) The problem level needs to be improved.
Most of the questions asked by primary school math teachers in class are memory or calculation problems, and the lack of innovative thinking problems restricts the development of students' thinking level. For example, Ma, a domestic education expert, once recorded all the questions raised by a teacher in a class. The teacher asked 82 questions in a class, including 55 memorizing questions and 22 understanding questions, and only 5 questions that students really need to think about.
(3) Questioning skills need to be improved.
Primary school math teachers ask random questions, lack scientific organization, unreasonable distribution of questions, and lack serious feedback on students' answers.
Third, the primary school mathematics classroom questioning teaching strategy research
(1) Teachers' Preparation Strategies
Teachers should create a safe psychological environment for students. When preparing questions, we should refer to students' knowledge and psychological level, set questions suitable for students, face the whole class, have moderate difficulty, prepare some interesting questions, stimulate students' interest in learning, and prepare questions that can reflect the characteristics of primary school mathematics, including a certain number of open questions. For example, the teacher asked:? Describe the laws of multiplication and distribution in your own words? Than asking questions directly? What is the definition of multiplication and distribution law?
(2) Teachers' questioning strategies
Teachers should set questions purposefully and don't ask questions at will. At the same time, they should pay attention to the tone of questions and grasp the timing of questions. Teachers should pay attention to the students' reaction and determine the goal of the question according to the students' performance after the question is issued. Teachers should also control the number of questions, try to use a variety of questioning methods, and draw inferences from others to avoid frequent use of yes or no, right or wrong and other similar questions. For example, the teacher asks a question: The following is the process of Xiao Ming answering this question. Please analyze whether Xiao Ming's answer is correct. If not, where is the mistake and how to correct it? This questioning strategy fully shows the level of problem analysis, and it is a relatively advanced thinking activity for students. Students can't simply answer with right or wrong, and they can't memorize answers.
(3) Teachers' answering strategies.
Questioning in class and answering after questioning are two inseparable aspects in classroom questioning teaching. Teachers are good at inspiring and guiding students to answer questions, which is also a manifestation of teaching art. For example, in class, teachers often ask questions, students are indifferent, and few or no students participate in interaction. If teachers are good at answering and guiding students' thinking, students will get rid of some psychological obstacles and answer questions boldly.
(4) Teachers' instruction and answering strategies
After teachers ask questions in class, they often call the roll for students to answer, and they should also pay attention to strategies when calling the roll. Teachers can get twice the result with half the effort by asking questions by name according to students' learning level and classroom performance. At present, it is controversial to ask students to answer questions in the order of seats.
(5) Teachers' waiting strategies
There are two kinds of waiting time for teachers to answer, one is the time for students to think when teachers ask questions, and the other is the time for teachers to ask other students to affirm or deny students' answers or supplement their answers after the first student answers. After many teachers ask questions, if students can't answer them immediately, teachers will repeat the questions or let other students answer them, which can't give students enough time to think.
Some teachers will ask another question soon. This high-frequency questioning method is full of oppression on the subject atmosphere, which is inversely proportional to students' enthusiasm and learning efficiency. Research shows that teachers' waiting time of more than three seconds will have a positive impact on teachers' attitudes and behaviors. Students will give more detailed and accurate answers after thinking, and those who are considered to be relatively slow will take an active part in answering questions. At the same time, the change of waiting time will make teachers reduce the number of questions and improve the quality of questions.
(6) Teachers' reasoning and answering strategies.
First of all, the teacher should make clear whether the students' answers to the questions are correct or not, so as not to mislead the students. In addition, teachers should give positive feedback to students' answers, treat students with good grades and students with poor grades equally, and make encouraging evaluations in time. Even if students don't answer the questions correctly, they should be encouraged, and they should not be treated with sarcastic or even insulting words, which has an important impact on students' self-confidence.
Research shows that at present, teachers' responses to students' answers often stay at the level of repetition or correction, lacking the extension of questions and questions. In addition, the teacher's answers to students are only very good, right and wrong, and there are few comments on students' language and expression. When students can't answer questions, the degree of encouragement or disappointment of different teachers varies greatly.
Fourth, summary.
Classroom questioning is not only a simple questioning and answering behavior, but also an art teaching behavior closely related to students, teachers and classroom atmosphere. Questioning in primary school mathematics classroom can attract students' attention, check students' mastery of knowledge, adjust classroom vitality and enhance communication with students. For students, it can cultivate their interest in learning, inspire their creative thinking ability, improve their language expression ability and knowledge awareness, and increase their self-confidence. But at present, most of the research is only theoretical research, lacking practical experience, and some are only practical summary, lacking theoretical basis. Therefore, the study of questioning strategies in primary school mathematics classroom should be a process of combining theory with practice, and paying equal attention to theory and practice, so as to make education and teaching research more artistic and scientific.