With the deepening of the new round of curriculum reform, classroom questioning, as an operable, demonstrative, evaluable and controllable mathematics teaching skill, has been paid more and more attention by mathematics teachers. However, in the current primary school mathematics classroom teaching, the role of questioning is far from enough. Some teachers' questions can't get the cooperation of students, and students either answer irrelevant questions or answer irrelevant questions, which leads to classroom teaching falling into silence and failing to achieve the expected results.

1. Is the question language clear and accurate?

First of all, the language of asking questions should be close to the language of students. The process of students answering teachers' questions can be regarded as the process of obtaining, processing and using information. Whether students can think effectively and actively about the teacher's question depends on whether they understand the meaning of this sentence. In class, teachers should use as few words or phrases as possible that are divorced from students' language environment. Secondly, the language of questions should be clear. Mathematical language is characterized by rigor, conciseness and symbolization. Teachers' questioning language should not only consider the characteristics of mathematics, but also combine the cognitive characteristics of students. It should be expressed accurately and concisely in natural language, and should not be vague. For example, "What characteristics have you found by observing these two series?" It is difficult for students to answer this question. Do you want to ask the quantitative relationship between two adjacent items in each series, or the quantitative relationship between the corresponding items in two series? Another example is: "What can you think of when you see this question?" It is difficult for students to answer such questions. When the teacher asks a question, the question is only said once. Try to make a long story short. If the problem is too long, you can design courseware or present it in words. Don't repeat the questions after the teacher finishes, so as not to form the habit of students not paying attention to the teacher's questions. If a student doesn't hear the teacher's question, the teacher can designate another student to answer it.

Second, we should seize the opportunity to ask questions in class and look at the temperature.

Classroom questioning opportunities:

First, when students' learning emotions need to be stimulated and mobilized;

Second, when students' research objectives are unclear and their thinking is blocked;

Third, in promoting students' self-evaluation, teachers should not "ask questions at will", let alone "punish questions". Asking questions at will produce two bad situations. One is to ask questions too deeply, which is divorced from students' reality and dampens students' enthusiasm for learning;

Fourth, asking too shallow a question, students can answer it without thinking, which not only wastes time, but also affects students' enthusiasm for learning. Punishing questions is a mistake in education.

Third, choose the right way to ask questions?

How to ask questions from the form, generally we can choose the following forms according to teaching practice: direct questions-that is, straight to the point; Quti-that is, beating around the bush, asking questions from the side or the opposite side. It helps students to clarify their concepts and ideas, so that they can reach the deep and high level of knowledge along a strange road. For example, after teaching the basic properties of fractions, let students compare their similarities and differences and the unchangeable nature of quotient. Through comparative analysis, let students understand that with the deepening of learning content, the original concepts must be revised, expanded and improved. Ask questions head-on-head. Inverse question-ask questions from the opposite side of the question. Positive questions and negative questions can promote students to deepen their understanding from the two opposite sides of the problem and cultivate their positive and negative thinking ability. Asking questions-Asking questions is to make students understand something or a question.

? Fourth, questions should be suitable for students' cognitive reality?

In order to promote students' positive thinking, teachers should give full play to their teaching wit according to the learning situation of primary school students. At the same time, for some problems that can't meet students' cognitive level and thinking needs, they should also make timely adjustments. Mathematical questions should take into account the actual level of students, based on what students have learned, so that students can apply what they have learned and answer questions through serious thinking. In this way, students can connect old and new knowledge and deepen their impressions. For some difficult questions, teachers can ask some simple questions as a foreshadowing, guide students to go deeper and finally find the correct answers.

Verb (abbreviation for verb) respects students' right to ask questions?

Students are rich and delicate people, and there will be some thoughts or doubts in each class. Because students have weak self-control, once they have these thoughts or doubts, they will be eager to get rid of them, otherwise they will form thinking interference. Students are the masters of learning and practical activities. Teachers should allow students to ask questions and enthusiastically create opportunities for them to pour out their thoughts. For students' doubts, we should encourage them in attitude and guide them in methods.

6. Ask questions for all and respect students' individual differences?

Questioning is the exchange of information between all students and teachers. Ask questions for all students, so that each student has the opportunity to answer questions. There should be no "forgotten corner" in classroom questioning, so that all students can feel the teacher's concern and expectation, cultivate all students' awareness of active participation and strong competition, thus creating a positive collective thinking atmosphere, and then promoting each student to think more subjectively and actively. Choose the right person to ask questions. It is helpful to cultivate all students' interest and ability to answer questions. Students of different levels should have the opportunity to answer questions and the joy of success. For example, top students should be encouraged to study difficult problems, such as comprehensibility, divergence and comprehensiveness. Middle school students use general questions to help them master and consolidate their knowledge, improve their interest in learning and cultivate good thinking and feelings; Underachievers should ask some simple questions, such as simple judgment, narration and intuition. Classroom questioning is both a science and an art, and the classroom environment is changing at any time, which makes the actual classroom questioning activities show more uniqueness and sensitivity. Only by fundamentally forming a correct understanding of classroom questioning can teachers fully demonstrate the effectiveness of classroom questioning in teaching practice, make our mathematics classroom ups and downs, and let students truly appreciate the fun of quiz!