Effective methods for teachers to ask questions in primary school mathematics classroom 1. Carefully brew the content of the question.
First, asking questions at the junction of old and new knowledge can inspire students to use the transfer law to communicate the connection between old and new knowledge. The second is to ask questions at key points in teaching. According to the focus of the textbook and students' understanding level and learning ability, some questions with moderate depth and enlightening significance are put forward.
The third is to ask questions in teaching difficulties and design guiding questions to achieve the purpose of profound understanding of knowledge. Fourth, asking questions and designing exploratory questions in the deduction of laws, laws and properties will help students to extract regular things according to a certain thinking order when observing and thinking about problems, thus deepening their understanding of what they have learned.
Second, accurately grasp the opportunity to ask questions
First, pay attention to the key.
Jiao Ru? The area of the circle? Organize students to operate intuitively, cut the circle into an approximate rectangle, and derive the area formula of the circle by using the area formula of the rectangle. The internal connection of knowledge here is: What is the connection 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? By solving these two key problems, students can understand the area formula of a circle well.
The second is to enhance flexibility.
Questions can be organized or carried out by questions in various links such as introduction, Protestantism, discussion and practice.
The third is to pay attention to the temperature.
Ask questions too early in class, students will feel suddenly and ask questions too late, just like? Monday morning quarterback? It doesn't work. When to ask questions and what questions to ask should be designed before class.
Third, the reasonable arrangement of the problem.
First, the questions should be as wide as possible to meet the learning and psychological needs of students at different levels.
Second, students can answer or basically answer the questions raised on the basis of full consideration.
The third is to ask questions in four ways: choose model students with strong problem-solving ability and standardized problem-solving process; Choose experiential students who can successfully solve problems; Choose expressive students who are good at solving such problems; Choose students who have poor academic performance and need special attention from teachers.
Fourth, flexible use of questioning skills.
First, ask questions in various forms.
Generally speaking, there are the following kinds: direct question, direct question. Curve question, cleverly set the angle of question, let students find the answer, have a profound appearance. Rhetorical questions are aimed at students' confused understanding of basic knowledge, basic skills or the crux of a problem, step by step, so that students wake up and achieve the goal of turning mistakes into right ones. Stimulate questions, stimulate learning emotions, urge them to analogize, transform and transfer knowledge, and mobilize students from the state of inhibition to the state of excitement. Ask questions, ask questions at key points for students who are difficult to understand, and gradually achieve the purpose of understanding knowledge and solving problems. Cross-examination is to ask a deeper question after a certain question is answered positively or negatively.
Second, the language of questions should be clear.
For example:? It is difficult for students to find out what characteristics to answer this question by observing these two series. Is it the quantitative relationship between two adjacent items in each series or the quantitative relationship between the corresponding items in two series? The third is to grasp the waiting time for questions. After asking questions, students often have less than one second to think. Because there is not enough time to think, students' thinking is easy to get stuck, and they often give up opportunities because of poor organization and poor answers. If the waiting time is extended to 3~5 seconds, and the whole class thinks and answers by name, the quality of students' answers and the number of participants will be improved accordingly.
In short, classroom questioning is an important topic worthy of in-depth discussion. Only in the actual teaching, continuous research, careful experience, careful summary, learn from each other's strengths, can classroom questioning really play its positive role.
Effective methods for teachers to ask questions in primary school mathematics classroom 1. The questions should be clear and the language should be clear.
Classroom questioning must be guided by teaching objectives. Every question should serve the teaching goal, and don't ask questions with too large scope and unclear goal orientation. For example, when teaching axisymmetric graphics, the teacher gave three physical drawings and asked questions directly. What are the characteristics of these pictures? Students can quickly and accurately find that the * * * features of these pictures are symmetrical. If the teacher doesn't ask this question, but puts down the question and asks: What do you think after seeing these pictures, then the students may digress.
Second, ask questions that are novel and interesting.
Everyone is curious, especially primary school students. The same question, when raised, is bland, neither novel nor strange, but? Same old tune? Then students cannot be attracted.
On the contrary, if teachers pay more attention to design, such as changing the angle of questioning and using multimedia-assisted teaching to make students feel fresh, then they will be interested and think positively. A teacher took an open class. Use letters to represent numbers? Present children's songs with multimedia: a frog with 1 mouth, 2 eyes and 4 legs; Two frogs, two mouths, four eyes and eight legs; Three frogs, three mouths, six eyes, 12 legs; The students are very interested in these four frogs. They read a long list at one breath. The teacher asked:? Strange, children's songs are gone, how can you read on? You find that there is a quantitative relationship in this nursery rhyme from a mathematical point of view, so can you express them? Students are very enthusiastic about answering such questions, thus achieving teaching results.
Third, questions should be open to cultivate students' divergent thinking ability.
Teachers should break through the form of questioning in traditional education and not stick to questions and answers. Pupils are active in thinking and sometimes have unexpected answers. On the basis of laying a good foundation for students, teachers should make changes around a certain knowledge point so that students can explore, thus strengthening the cultivation of students' divergent thinking and innovative thinking. For example, activity classes can cultivate students' hands-on operation ability; Another example? A garment factory used to make a coat cloth 1 .43m. After improving the cutting technology, each coat can save 0.1.3m. The original cloth of10,000 coats can be made. How many pieces can be made now requires students to think from another angle and seek different methods.
Fourth, ask questions logically.
The design of teachers' questions must conform to the thinking forms and laws of primary school students. Teachers should follow the course sequence, consider students' cognitive procedures, ask questions in sequence, from the outside to the inside, and go deep into layers, so that students can actively think, gradually draw correct conclusions and deepen their understanding of knowledge points. If the teacher is not considerate, he will ask questions backwards and ask whatever comes to mind, which will only disturb the students' thinking order and the classroom effect will not be obvious.
For example, when learning the concept of equation, we can design the following questions: Please judge whether the following formula is an equation: (1) 8x = 56 (2) 7+21= 28 (3) 6+3x (4) 9+x = 31(5) x- What is the equation? Which ones are not? Why? What is the basis for judging yes and no? So what do you think are the key words in the concept of Equation ③? What do you think is the relationship between equation and equation? By asking questions in the above order, students can think clearly, think actively and better understand and master. Equation? This concept lays a solid foundation for learning to solve simple equations in the future.
Fifth, the object of questions should be clear, and there must be answers when there are questions.
Teachers must let students answer questions. The best effect of asking questions is to inspire most students' thinking and let all students actively answer the teacher's questions. In teaching, teachers should not nominate before asking questions, which will lead to other students? None of my business? Psychological, without thinking; Don't ask questions in a certain order, such as according to the seat number or the student number on the roll call, which will also cause the same disadvantages. Don't form a teacher-student relationship in class? One to one? At the scene of question and answer, teachers should not always let students with good grades answer, which will make other students have negative emotions; And don't always scream? Poor students? Answer, it will take a lot of time to relax the pace of teaching.
Teachers should ask questions to everyone. Generally, teachers can ask middle school students to answer first and remind the whole class, especially? Poor students? Listen carefully until the average student approaches 10 or the answer is almost the same. Can you ask good students to add answers or try to shout? Poor students? Let them gradually improve. The opportunity for teachers to ask questions should be equally distributed to all students, so as to arouse the learning enthusiasm of all students.
Sixth, teach students how to ask questions so that students can? what's up ask
The ancients said:? Learning begins with thinking, and thinking begins with doubt? The cultivation of creative thinking often begins with questioning, and the cultivation of innovative ability comes from the constant questioning and discovery of new problems by knowledge seekers. Pavlov said? Doubt is the concept of discovery, the driving force of exploration and the premise of innovation. ? From this point of view, it is irrelevant to regard students' learning process as a process of discovering, asking, analyzing and solving problems, because the value of asking questions lies in gaining real wisdom.