How do primary school math teachers ask questions? First, questions should be closely related to classroom teaching objectives.
Teaching objectives are the basis of teaching activities and the expected results achieved by both teachers and students through a series of teaching activities. At the same time, it is also a reference for checking and evaluating the effect of teaching activities, and plays a guiding and restricting role in the whole teaching activities. Questioning is the carrier to achieve teaching objectives, and teachers' questioning is to guide students to solve problems and promote the realization of teaching objectives. For example, Beijing Normal University Primary School Mathematics? Rotation and angle? The teaching objectives set in this lesson are:
1, through the operation activities, you can know the boxer and fillet, and you can tell the boxer and fillet in your life.
2. Understand the formation process of acute angle, right angle, obtuse angle, right angle and fillet through teaching, and understand the relationship between various angles.
3. Cultivate students' practical operation ability and logical thinking ability. According to these three goals, I designed? What is the operating experience of rotating angle? Link put forward such a question:
A. rotate your activity angle. What angle can you turn out? What corners do you know?
B. which corners can't be named
Students can easily pose acute angles, right angles, obtuse angles, or strangers: straight corners and rounded corners. Then ask again:
C. where are their vertices?
D. what about two sides?
In this way, we know them from the shape, that is, straight corners and rounded corners closely related to the teaching objectives, so that students can easily meet the requirements of the objectives.
Second, questions should be closely related to the teaching focus.
Highlighting the key contents of teaching materials is an important way to ensure the realization of teaching objectives. Therefore, teachers should accurately understand the content of the textbook, grasp the key points of the textbook and ask questions on the key points of the textbook. For example:? Rotation and angle? The teaching focus of this lesson is to correctly establish the concepts of boxer and fillet, and find the connection and difference between the five corners. According to this teaching emphasis, I designed? 10% discount, comparison? Operation link, let students go through the operation process, put forward? Please make five corners with paper and compare what you find. Students can respond as follows:
1, I found that the right angle is greater than the acute angle and the straight angle is greater than the right angle.
I found that one right angle equals two right angles.
I found that a fillet has four right angles.
Students gradually found the differences and connections from five angles in the operation, and also highlighted the teaching focus. The problem should be based on the breakthrough of teaching difficulties. The difficulty of teaching materials is often an obstacle for students to master and understand knowledge. Grasp the difficulties, ask questions, get to the point, get through the barriers, and help students turn the difficult into the easy and break through the difficulties. Such questions are of high quality. For example:
? Rotation and angle? I designed this lesson? Swing and line up? Teaching links, put forward:
? Can you put the five angles in sequence according to the size of the opening, and then arrange them in order from small to large, so that students can gradually understand the formation process of the five angles and realize the relationship between the five angles.
Third, the way of asking questions should be flexible and diverse.
There are various ways to ask questions in class. In the actual teaching process, teachers can combine their own practical experience and professional knowledge, adopt methods and means with their own characteristics, and some questioning skills can also be used for reference and follow.
First, ask questions in communication.
Communicative questioning is to grasp the essence and core of knowledge, ask questions around the connection and difference between old and new knowledge, and let students incorporate new knowledge into the original cognitive structure. This way of asking questions is conducive to cultivating students' extensive thinking.
Second, ask questions step by step.
Step-by-step questioning means that the former question is the basis and premise of the latter question; The latter problem is the deepening and continuation of the previous one. This way of asking questions from shallow to deep is conducive to cultivating students' thinking logic.
In addition, divergent problems can guide students to think in many ways and from many angles, cultivate students' divergent thinking and improve their innovative ability.
Fourth, pay attention to skills when asking questions.
The whole process of classroom questioning should include the process of asking questions, thinking about questions and answering questions. Here are some skills that teachers should pay attention to from these three aspects.
First, the problem statement should be clear and specific.
Because asking questions is to guide students to think positively, only by asking specific questions can students point out the direction of thinking; The difficulty of the question should be moderate, the question asked is too easy, the slope of thinking is lacking, and the question asked is too difficult, which will cause? Qu Gao and widowed women? It is not conducive to students' study.
Second, students have time to think.
After the teacher asks questions, don't organize students to answer them immediately, but wait for enough time for students to read or think. Teachers should keep abreast of students' learning through inspections. Only individuals can learn by themselves, think independently and interact deeply.
The third is to achieve equality.
. Teachers and students have different positions in the classroom. How can we have an effective dialogue? I think teachers should discuss with students when they have different opinions and convince them with strong evidence, instead of asking students as an authority.
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Asking questions can help teachers understand students' understanding and mastery of knowledge, and can be used as a basis for teachers to improve teaching. Valuable 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, an important way to cultivate students' independent personality and innovative spirit, a key to open the door of students' wisdom, a link for information output and feedback, and an indispensable teaching behavior for teachers to organize, lead and implement teaching.