Introduction: Questioning in class is a complex art field in mathematics teaching. The above is obviously not exhaustive. However, as long as we math teachers can combine the scientificity and artistry of classroom questioning, make bold innovations in our usual teaching and strive to improve the quality of classroom questioning, we will get twice the result with half the effort.

The artistic way of asking questions in primary school mathematics class 1. Get to the point of asking questions.

In teaching, we should find out the key problems of the textbook, that is, the key points and difficulties of the textbook. When you ask questions in the textbook, the key points will be highlighted, and when you ask questions in the textbook, the difficulties will be broken.

For example, when teaching primary school students the concept of fractions, the key point is to let students know what fractions are. The teacher can take out a moon cake and give it to Xiao Li and Xiao Qiang, and ask: What do you think is reasonable? Students answer; Average score. The teacher cut the moon cake into two pieces of equal size, and everyone ate half quickly. The teacher asked: How many moon cakes are we going to order for half of your hand? Xiaoli looked at the moon cakes in her hand and said, I only have one and two moon cakes. Should I call them one and two? Xiao Qiang also rushed to answer: My moon cakes are also two, is it also called a two? The teacher immediately replied: Yes, we use 1/2. Through a series of clever questions, students not only answered the questions themselves, but also deepened their understanding of the concept of score. On this basis, solve the key and difficult points.

Second, ask questions related to knowledge.

The inner connection of mathematical knowledge is very accurate. Every new knowledge is based on the old knowledge, which is the extension and development of the old knowledge, and their internal factors build a bridge for students to master the new knowledge. Therefore, in teaching, we should make full use of the connection point of old and new knowledge to promote students to change from unknown to known.

For example, in the teaching of triangle area calculation, students have widely mastered the calculation methods of long, square and parallelogram areas, and learned the strategy of solving parallelogram area calculation by digging and filling method. Therefore, the following questions can be designed for students to solve through hands-on operation, observation and analysis, independent exploration and cooperation. First, cut a rectangle, a square and a parallelogram into two triangles with the same size. How to calculate the area of the triangle? Secondly, with two triangles of the same size, can we spell out the figures we have learned? How to find the area of triangle? Thirdly, start measuring data, fill in the operation experiment report, and find out the general method to find the triangle area.

Third, questions should be combined with students' way of thinking.

Asking questions is a stimulant to stimulate students' positive thinking. The way of thinking of students is generally from concrete to abstract, from perceptual to rational, so we should pay special attention to methods and skills when asking questions. The language should be vivid, vivid, concrete and enlightening. At the same time, it should be aimed at students' practical ability to master and accept knowledge. Neither too difficult nor too easy, otherwise it will get twice the result with half the effort.

Are the students studying? What is the basic nature of ratio? After that, we can ask questions like this: first, consider the similarities and differences between the invariance of quotient and the basic properties of fraction and ratio that we have learned in the past. Second, contact what you have learned before? What is the relationship between fraction, division and ratio? Knowledge, who can explain the basic nature of ratio by the invariance of quotient and the basic nature of fraction? This kind of questioning not only reveals the relationship between knowledge? In contact, students actively learn and develop their thinking.

Fourth, asking questions should help deepen mathematical knowledge.

Students' mastery of knowledge always goes through a cognitive process from ignorance to understanding and from shallow to deep. Only when teachers ask appropriate questions at critical moments can they accelerate the deepening of knowledge.

For example, when teaching the content of the sum of the internal angles of a triangle, the teacher showed an isosceles right triangle with courseware. The teacher asked: What is the sum of the internal angles of this isosceles right triangle? Health: 180 degrees. Teacher: Divide this isosceles right triangle into two triangles. What is the sum of the internal angles of each triangle? Some students immediately replied: 90 degrees. Teacher: How did you get 90 degrees? Health:1half of 80 degrees equals 90 degrees. Teacher: Is this the correct calculation? The courseware demonstrates the process of dividing into two right triangles. )

Through observation and thinking, students: each is 180 degrees. Teacher: What do you think? Teacher: Draw an arbitrary triangle, cut off three corners and spell it out. What angle can you spell? In this way, students can ask questions from the simple to the deep, get inspiration, think smoothly, and know more clearly that the sum of the internal angles of the triangle is 180 degrees, regardless of the size and shape of the triangle. In this way, they can deepen their knowledge step by step, ask questions, fascinate them, inspire their intelligence and help them find the key to solving problems.

Fifth, ask questions in accordance with their aptitude and respect students' individual differences.

Questions are tailored to students' needs. Difficult questions are answered by top students, generally by middle school students. Students with learning difficulties are easier to answer, while more professional questions are answered by students with special skills in this field. In this way, each question belongs to an apple that can only be picked by jumping. Practice has proved that asking questions for different people has a good effect on cultivating students' interest in learning at all levels, especially on breaking the fear of asking questions for poor students.

In short, the teacher's questions should be scientific and reasonable, and should conform to the principle of students' current situation. Students' answers should be properly evaluated and one should be grasped at any time. Degree? Words. It is necessary to ask questions not only for all students, but also for students of different levels, so that students can achieve the effect of endless meanings. In particular, it is necessary to cultivate the learning interest and learning channels of underachievers. Only when teachers' questions are well combined with students' answers, can students be shocked by their thinking and stimulate their desire to explore actively, so as to think, discuss and explore laws and acquire new knowledge.