Questioning skills in primary school mathematics classroom 1. Problem design should closely follow the key and difficult points of teaching and pay attention to quality.
Each teaching unit has its key points and difficulties, and questions in each class should be carried out around these key points and difficulties. Knowledge is an endless ocean. If we do not highlight the key points and difficulties, put the ending in the first place, and unilaterally pursue the so-called active classroom atmosphere, we will not achieve the established teaching objectives.
When you ask questions, you should consider its value, and you can't do whatever you want. Stolia, a mathematical educator in the former Soviet Union, thinks that the questioning method problem is a complicated and far-reaching educational problem, and he demands the adoption of? Reasonable way of asking questions in education? . If asking questions can arouse students' positive thinking activities, and students can't copy the answers in the textbook, then they can be considered to have done it? Educationally reasonable? problem
Second, the problem design should adapt to the students' ability and level, and pay attention to the difficulty.
When designing classroom questions, teachers need to comprehensively analyze and correctly grasp the comprehensive situation of all students (mainly referring to personality, knowledge, quality, ability, foundation, etc. ), and should consider the actual situation of students and the actual needs of the classroom to master the difficulty of the questions. If the question is too straightforward and simple, such as asking a student? Isn't it? 、? OK or not? 、? Right? 、? Is it okay? And so on, students can answer it at once without thinking. The whole class looks lively on the surface, but in fact it is a mere formality and flashy. Such questions are not helpful to stimulate students' thinking and cultivate students' ability. However, if the problem is too tortuous and profound, it is easy for students to think for a long time without understanding the main points of the problem. Ask without answering, start without sending? The embarrassing situation will damage the enthusiasm of students' thinking, which is not good for teaching.
Third, question design should stimulate students' curiosity and pay attention to interest.
Classroom questioning is to consciously provoke contradictions in students' understanding, promote the fierce conflict between students' original knowledge and new knowledge, intensify contradictions in students' consciousness, and thus produce problem situations. The emergence and solution of this problem situation based on contradictions and conflicts can stimulate students' thirst for knowledge and satisfy their curiosity.
Fourth, questions should have results and answers, and pay attention to evaluation.
Answering questions is the inherent requirement of classroom teaching. When designing lesson plans, teachers should put all the detailed processes such as what questions to ask, what answers to make and what the standard answers are into the design, and also estimate how many answers students may have to these questions, what mistakes may occur and how to guide them.
If there is a teacher who has such a wonderful fragment when teaching the preliminary understanding of fractions:
After guiding the students to perceive the score initially, the teacher asked a question:? Divide a circle into two parts, and each part must be half of the circle, right? As soon as the voice fell, the whole class was divided into two camps, some right and some wrong. Faced with students' different answers, the teacher did not judge who was right or wrong, but encouraged both sides to debate, so there was the following class debate.
Square (divide the circle in your hand into two parts equally):? Did I divide the circle into two parts?
Against:? Yes! Yes! ?
A square holds up half a circle:? Is this half of the circle?
Against:? Yes! Yes! ?
Pro:? Since it is half, why don't you agree with this statement?
Teacher: Opposing classmates, don't you want to say something?
Opposite (tear off a small piece from a circular piece of paper, hold up two separate parts and ask loudly):? Is this divided into two parts?
Pro:? Yes ?
Opposite (holding a small one in front):? Is this a half circle?
Positive (low voice):? No?
Against:? Since it is not half, why do you agree with this statement?
Zheng Fang nodded convincingly and stood embarrassedly in the opposing team.
The teacher smiled and encouraged the students from beginning to end, so that they could fully expose their thinking. At the end of the debate, the teacher shook the hands of the opposing students and said, congratulations, your wonderful speech left a deep impression on everyone. ? Then hold Fangfang's hand affectionately: Thank you, because of your question, it brought a meaningful discussion to our class! ? The teacher bowed politely and deeply to them, and the children laughed. The teacher then said to the class:? From the above example, you can realize? Divided into two parts? And then what? Divided into two parts? It's different. We must be careful. ?
After listening to this lesson, I was deeply impressed by this scene. It is the teacher's delay in judging the standard answer that leads to this wonderful episode, which makes the winner happy and makes the temporary loser deeply understand the meaning of the score, which reflects the teacher's love and respect for the students and the educational thought of student development.
In short, classroom questioning is not only a knowledge, but also an art, and it is also one of the basic skills of teachers. Successful classroom questioning can not only bring endless teaching interest to teachers, but also bring happiness and improvement to students' thinking. As math teachers, we should try our best to explore the wonderful methods of classroom questioning, so that students can be creative in classroom questioning and improve the quality of classroom teaching.