Questioning skills in primary school mathematics classroom 1. The present situation of questioning in mathematics classroom
1. The frequency of questions is too high and the content is empty.
Some teachers are used to it at present? Full house asked? But the problem is too vague to pay attention to the mathematical knowledge behind the problem. Some teachers have designed a lot of questions, and the classroom atmosphere is very active, but most of them are simple and superficial, and the answers are fixed. Because students don't have enough time to think, their ability to analyze and solve problems can't be improved, and classroom questioning is just a formality, which is not conducive to the cultivation of students' good thinking habits.
2. The design difficulty is uneven and the answer is unique.
Some teachers lack in-depth research on teaching materials and students' learning situation, and many classroom questions designed have no thinking value, which limits the development of students' logical thinking ability. Some teachers only ask questions for a few special students, such as top students or students with learning difficulties, and ignore most students. Other teachers ask questions only for standard answers and pay little attention to students' personality development. Like teaching? Invariance of quotient? Then the question is raised: the dividend of 32+ 16 is added to 64. How much should the divisor be added to keep the quotient unchanged? The teacher didn't grasp the difficulty of the problem when designing. Many students don't understand the essence of quotient, what constant quotient is, how to divide it and so on.
3. The transition of the topic is not smooth and the jump is too fast.
Some teachers' questions are not carefully designed, and they are very random, and the important and difficult questions are not prominent, which is not conducive to the cultivation of students' divergent thinking. In addition, many teachers' questions jump quickly in class, and many students can't keep up with the speed of teachers' thinking, which leads to silence.
Second, how to cultivate classroom questioning
1. Eliminate psychological barriers and stimulate interest.
If teachers want to make students dare to ask questions in class, they should help students to eliminate psychological barriers, cultivate students' interest in asking questions in various ways, create good questioning situations and teach students the methods of asking questions. Like in teaching? Multiplication formula of 8? Can the teacher ask questions? 286? How did 16 come from? How did you get 24? Teachers can also encourage students to ask similar questions. Through this way of asking questions, students can appreciate the fun of asking questions and enhance their self-confidence.
2. Carefully preset strategies and effectively control them.
First of all, teachers' classroom questioning must be carefully set up, so that students can acquire knowledge, improve their thinking ability and cultivate their emotional values according to the teaching objectives of the textbook. It is necessary to focus on teaching difficulties, grasp the difficulties of teaching materials, clarify teaching objectives, and achieve the goal of completing teaching tasks; In view of the knowledge contact point, study the teaching materials in depth and carefully design the classroom questions in each class.
Secondly, teachers should choose effective methods to regulate classroom questioning. First, we should regulate the time for students to answer questions and ensure that students have enough time to think. Second, standardize the way and scope of question and answer, and enhance the opportunities for students to participate effectively.
Like in teaching? The understanding of kilograms? At that time, the teacher can use multimedia to play the picture of an elephant and an ant wrestling match to stimulate students' interest in learning and then ask questions. The strength of elephants and ants is too different. How can we know who is important and who is light? Besides visual observation, what other methods can be judged, so that the weight unit (kilogram) can be deduced slowly. This kind of problem is representative and difficult.
3. Main questioning methods, learn to ask questions.
Teachers should teach students how to ask questions, so that students can form the good habit of asking questions and asking difficult questions. There are the following ways: questioning method? After the question is answered, give chase, get to the bottom of it and continue to ask questions; ? Analogy? According to the connection between similar knowledge points, give inferences and ask questions; ? Teamwork? Let students discuss and enjoy problems in group cooperation; ? Contact the actual law? Analyze the phenomena in real life through observation, and then ask questions.
In classroom teaching, no matter what questions students ask, teachers should give reasonable and effective evaluation to stimulate students' interest in learning mathematics and cultivate students' divergent thinking. After students answer the correct questions, they should make positive comments, such as? It's good. That's true. Wait a minute. If the students' answers are incorrect, teachers can take various ways to guide students and encourage them at the same time.
In a word, the cultivation of questioning ability in primary school mathematics classroom is an important goal of teaching. In the teaching process, teachers should proceed from reality, guide students to ask questions boldly, attach importance to the quality of questions, and constantly improve students' ability to ask and solve problems, thus effectively improving classroom teaching efficiency.