Effective strategies of asking questions in primary school mathematics classroom 1 1. These questions are interesting.
The intrinsic motivation of students' learning is their interest in learning. Therefore, if teachers' questions can stimulate students' learning motivation and interest, they will have the motivation to learn, which is the key to inspire teaching. Therefore, teachers must start from the teaching materials and students' psychological characteristics, ask interesting questions in a fascinating and step-by-step way, and attract students to think positively with scientific, artistic and vivid language.
For example, ask students to imagine the thickness of a blank sheet of paper, and tell them that it is only 0.083 mm, and the thickness after being folded in half for three times is 0.083×2×2×2=0.664 mm, which is less than 1 mm ... If it is folded for 50 times, what is its thickness? Will it be higher than the desk or the teaching building? When the teacher announced the result: "higher than Mount Everest!" "The students are surprised and can't wait to know how this is calculated continuously. This form of questioning can make boring mathematics content interesting, stimulate students' interest in learning, pluck the strings of students' thinking and stimulate students' thinking.
Second, the problem is well thought out.
The new curriculum advocates communication and interaction between teachers and students, and questioning is an effective carrier. Teachers' questions arouse students' thinking, and students' questions are the display of students' thinking. Facing the same problem situation and asking different questions, the teaching effect will be different. When teachers ask questions, it is especially necessary to consider whether the questions can arouse students' thinking. Therefore, it is necessary to ask questions with moderate difficulty in class, and teachers should grasp the degree of questioning in class to arouse students' thinking about learning materials.
For example, when teaching "straight line", students have different ways to ask questions about the concept of straight line according to six different levels of behavior in the cognitive field:
Do you know what a straight line is? ② Can you draw a straight line? Can you tell me the steps of drawing a straight line? Can you draw a straight line between these two points? In the picture below, which picture represents a straight line? How to draw a straight line without a ruler? 6. Which of the following lines is a curve? What is a straight line?
Six different ways of asking questions lead students to think at different levels. How to grasp them in teaching? According to the teaching objectives and actual teaching situation, we should adopt corresponding questioning methods to arouse students' thinking at different levels. Generally speaking, the first three questioning methods are often used in direct teaching mode, and the last three questioning methods are often used in indirect teaching mode.
Third, the question should be exploratory.
The new curriculum standard puts forward: "Students' mathematics learning content should be realistic, meaningful and challenging, and should be conducive to students' active observation, experiment, speculation, reasoning and communication activities. Students' mathematics learning activities should be a lively, proactive and personalized process. "Therefore, in the presentation of teaching content, we should not show all the processes and answers, but leave enough space for students' activities, imagination and communication, and leave students with opportunities for positive thinking and exploration. Teachers' questions should be more challenging.
For example, in the teaching of trapezoid area formula, you can design questions: You know that two identical trapezoids can be spliced into a parallelogram, so what is the relationship between the height of the spliced parallelogram and the height of the original trapezoid? Which two line segments of the original trapezoid are associated with the base of the parallelogram? What is the relationship between the area of parallelogram and the area of original trapezoid? How to find the area of this trapezoid?
The questions designed in this way leave more room for students to think, which is helpful to cultivate students' habit of independent thinking and learning, and to cultivate students' exploration spirit.
Fourth, the problem is innovative.
When teaching, teachers should connect with nature when talking about one knowledge point to another, otherwise students will be confused and can't keep up with the teacher's ideas. Therefore, in teaching, I pay special attention to the connection of knowledge points, design various problems from multiple angles and directions, and develop students' horizontal, analogical, reverse and associative thinking, so that students can not only understand and master what they have learned, but also use what they have learned to create and explore, cultivate innovative thinking and enhance their innovative ability.
For example, when teaching "the area of a circle", teachers 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 relationship between the area of the assembled approximate rectangle and the area of the original circle, and what is the length and width of the assembled approximate rectangle. In order to put forward these two questions in time, the teacher asked the students to operate first, divide a circle into 8 parts and 16 parts on average, and cut it into an approximate rectangle.
Fifth, the problem is temporal and spatial.
In teaching, after asking questions, students should be given time to think, and then answer by name. Thinking time should take care of all students and take students above average as the standard. Such a standard is difficult for students with poor level, but it can be kept up through hard work; For high-level students, the slow pace will not affect their learning mood. If the teacher starts to call the roll in just two seconds, the questions that can be answered blurted out are of little value. From the actual effect, students are usually unable to answer or eager to answer because of lack of thinking time, mental tension, inadequate preparation and other reasons.
So in teaching, I often ask valuable questions, at least let students think for 2 ~ 5 seconds, and then let students answer. If the question is open-ended, students should be given more time to think, develop their thinking step by step and improve their learning effect.
In short, in teaching, teachers should combine the reality, optimize the content of questions, grasp the opportunity to ask questions, pay attention to questioning skills, constantly improve their questioning ability, and cultivate students' ability to ask questions and find problems, thus improving the quality of primary school mathematics classroom teaching.
Effective Strategies of Questioning in Primary Mathematics Classroom Part II Effective Questioning in the classroom can stimulate students' subjectivity and trigger their psychological activities; Carry out the new curriculum idea and realize the teaching goal; Promote students' thinking and develop their thinking ability; Improve the level of teacher-student interaction and enhance the feelings between teachers and students.
In primary school mathematics classroom, teachers should put forward challenging, clear, thoughtful and open questions based on the thinking characteristics of primary school students in learning mathematics, so as to improve the effectiveness of classroom teaching questioning.
Mr. Tao Xingzhi said: "The starting point of inventing millions is to ask." Experienced teachers always carefully design unique questions to attract students into the state, ignite students' thinking sparks, stimulate their desire to explore, and make boring math classes lively and effective.
However, in the daily primary school mathematics classroom teaching, some new teachers often only pay attention to asking more questions, without considering the strategy of asking questions, and pay little attention to what is effective and how to ask questions, and often ask questions that are too general, simple and formalistic.
Effective questioning in classroom teaching has the following four functions: first, it stimulates students' subjectivity and triggers their psychological activities; The second is to implement the new curriculum concept and realize the teaching goal; The third is to promote students' thinking and develop their thinking ability; The fourth is to enhance the feelings between teachers and students and improve the level of interaction between teachers and students.
Some researchers have concluded that there are two main reasons for pupils' thinking problems in learning mathematics: "First, learning mathematics is restricted by their own psychological cognitive level and life experience;" Second, learning mathematics is also restricted by the generality and abstraction of learning content. "Primary school students are prone to some thinking problems if they can't connect mathematical language with life experience.
Therefore, according to the role of effective questioning and the thinking characteristics of primary school students learning mathematics, the author thinks that teachers can improve the effectiveness of questioning from the following four aspects.
First, ask challenging questions to stimulate students' subjectivity and psychological activities.
How to stimulate students' subjectivity and psychological activities? Interesting, curious and challenging questions can easily stimulate students' subjectivity.
Therefore, we should start with the questions that students are interested in, create realistic and challenging questions, activate students' strong challenging psychology, strengthen the motivation of exploration, and make students eager to try.
For example, in the teaching of "Preliminary Understanding of Multiplication", when students have found it troublesome to express "nine additions" with "2+2+2+2+2", the teacher asked the question in time: "Can you create a simple writing?" Such a challenging question aroused students' interest in learning, and then students appeared a series of creations such as "2+2 boarding", "2+2+2 duo" and "2+2+…+2(9)". After affirming the students' creation in time, the teacher asked, "Can it be simpler?" How can students in lower grades stand such further challenges, so there are "2+2 (9)" and "2× 9". ...
How creative students are when they challenge math problems!
Second, put forward clear questions, implement the new curriculum concept and achieve teaching objectives.
To implement the new curriculum concept and realize the educational and teaching objectives, the problems must be clear, otherwise students will be confused.
Teachers should always ask clear questions, guide students' thinking direction and realize the educational and teaching goals.
Third, put forward thinking questions to promote students' thinking and develop their thinking ability.
In order to promote students' thinking and develop their thinking ability, we should ask questions with thought, bring students into the designed problem situation, cause students' cognitive conflicts and put them in an "angry" psychological realm.
Teachers should always put forward thoughtful questions from the perspective of students, and urge students to think and explore various strategies to solve problems.
For example, in the teaching of "two digits plus one digit (carry plus)", the teacher designed a practice situation of "picking stars": the ten digits of each addition formula are covered with stars, so that students can guess what it is, and only when they guess correctly can they pick stars.
Teachers don't show all the problems at once, but adopt a step-by-step strategy. Show the first group of 4+25 and 34+8, let the students read carefully first, and then do the math problems independently.
After doing oral calculations, the students asked, "What do you find by comparing the number added to dozens of places with the number obtained in the formula?" After observation, the students soon found that 4+25 is the same as the number on the tenth digit of the addend 25 or 2, while 34+8 is more than the number on the tenth digit of the addend 34 1.
In fact, this has touched the difficulty of this lesson. The teacher then asked: "Why do some formulas have dozens of digits more than tens of digits plus 1, while others have dozens of digits as much as tens of digits?"
Ask questions one by one, so that students are always in an active state of thinking. Students immediately associate this with the fact that when two numbers add up to ten, they will put one into ten. If it doesn't add up to ten, don't enter one. If you want to know whether the number is less than ten, you can quickly calculate the number by seeing whether the two digits add up to ten.
In this way, guiding students to discover laws through positive thinking not only cultivates students' thinking ability, but also enables students to use the discovered laws to improve the operation speed.
So the next two groups of exercises were successfully completed by the students, and the correct rate was also high.
Fourth, raise open questions, develop divergent thinking and enhance the feelings between teachers and students.
Good interaction between teachers and students in the classroom, or creating a democratic, relaxed and harmonious classroom atmosphere, is very important.
This is because closed or simple questions, on the one hand, students will answer without thinking or guessing, and students will not think much. In the case of standard answers, students' thinking scores will be reduced because of the publication of answers; On the other hand, it is difficult for students to feel freedom and passion in closed questions and feel relaxed and happy, which reduces students' emotional experience in class and is not conducive to the cultivation of teachers and students' feelings.
Therefore, when designing questions, teachers should sometimes design some open questions to release students' divergent emotions and guide them more democratically.
The teacher magnified the problem, and the students experienced multi-angle and multi-directional thinking, and developed divergent thinking in their thinking, which made the students feel the free, open and democratic classroom atmosphere, enhanced the affinity between teachers and students, and harmonized the feelings between teachers and students.
Effective Strategies of Questioning in Primary School Mathematics Classroom Part III With the in-depth implementation of the new curriculum reform, classroom questioning plays an increasingly important role in mathematics classroom. Classroom questioning is an effective way for teachers to promote classroom teaching; It is an important means to promote students' active participation in the classroom; It is an accelerant to ignite students' enthusiasm for learning; It is the motivation to stimulate students' thinking, the key to open the door of students' wisdom and the way to enhance students' innovative consciousness. It is a channel to promote the exchange of ideas between teachers and students. Effective classroom questioning can stimulate students' curiosity and thirst for knowledge, which not only helps students to master knowledge and improve the effectiveness of mathematics classroom teaching, but also helps to achieve the teaching objectives of the new curriculum reform and cultivate students with all-round development. Therefore, it is of great significance to explore strategies to improve the effectiveness of questioning in primary school mathematics classroom for improving the quality of primary school mathematics classroom teaching.
First, elaborate design, highlighting the purpose of asking questions
Careful design of questions can make teachers master the classroom freely, and the questions raised by teachers must have a clear purpose. Only in this way can students understand knowledge easily and happily, grasp the key points, break through the difficulties, improve the quality of mathematics classroom teaching and realize the teaching objectives. Therefore, teachers should design questions according to students' characteristics, teaching objectives, teaching contents and characteristics of mathematics. Specifically, we should do the following: First, analyze the learning situation and design problems scientifically according to students' cognitive level and psychological state. Design questions should be based on students' cognitive ability and real life experience, and help to inspire all students' thinking and cultivate their logical thinking ability. Ask questions step by step, from shallow to deep, from the outside to the inside. The range and difficulty of asking questions should be suitable for students' age characteristics and conform to students' thinking characteristics. Secondly, the content of questions should be closely related to the teaching materials, focus on the teaching purpose, grasp the key points, break through the difficulties and retain doubts. Problems should serve the content of classroom teaching, help students understand new knowledge and review old knowledge, and help students achieve classroom teaching goals. Third, grasp the characteristics of mathematics to design problems. Mathematics is more abstract than other disciplines. Therefore, when designing problems, we should concretize abstract concepts, bring profound knowledge into life, and make it easy for students to understand and enjoy.
Second, create a situation to highlight the fun of asking questions
Creating effective questioning situations is one of the important ways to improve questioning efficiency. Under the new curriculum teaching concept, paying attention to creating vivid and interesting problem situations that are in line with students' age characteristics, connected with real life and full of mathematics breath can stimulate students' curiosity, arouse students' interest in learning and thus stimulate students' positive thinking. Therefore, in mathematics teaching, teachers must create situations and show interest in asking questions. Specifically: First, create a situation that students like, so that students can fully experience the fun of mathematics learning in the process of learning, and let students regard mathematics learning as their own needs. The second is to link life and production practice, and extract interesting and novel questions from the daily phenomena and life experiences that students are familiar with. With the help of real life experience, students can start from their existing life experiences, create problem situations for students, fully mobilize students' thinking ability with vivid life scenes, and let students think happily and guess boldly in the life situations created by teachers, so as to find ways to solve problems. Thirdly, in mathematics teaching, some mathematics games should be properly interspersed to make students feel that mathematics is not boring, so as to arouse their enthusiasm and initiative in learning mathematics.
Third, control the difficulty and highlight the effectiveness of asking questions.
In mathematics teaching, teachers must grasp the difficulty of asking questions. Specifically: First, ask questions in the students' recent development area. Psychologically speaking, people's cognitive level has three levels: known areas; The nearest development zone; Unknown area. Questions in class should not be asked in known and unknown areas, otherwise it will be too easy or too difficult. Instead, it is necessary to ask questions that are challenging but not difficult for students in recently developed areas. Only challenging questions can stimulate students' thinking and make them feel the fun of quiz. The difficulty of the problem is too great, which will often dampen students' enthusiasm. Therefore, in mathematics class, teachers must grasp the difficulty of the problem and ensure the effectiveness of the problem. Second, the number of questions should not be too large. Too many questions make students feel disgusted and unable to answer, which breeds students' laziness. Too few problems affect the teaching effect and fail to achieve the teaching purpose. This requires teachers to control the amount of questions and strive for exquisiteness and exquisiteness when designing questions. Third, ask questions at different levels. Ask questions step by step from easy to difficult, from shallow to deep, and lead students' thinking to a new height step by step. The problems set are interlocking; Solve the problem and peel bamboo shoots layer by layer. Let students feel a clear sense of hierarchy and organization in the process of accepting new knowledge.
Fourth, respect differences and highlight the openness of issues.
Effective classroom teaching should allow every student to express different voices freely, so that different voices have the space and strength to exist. In addition, students' internal needs, ideological reality, acceptance psychology and acceptance rules are different, so teachers should face all problems and vary from person to person when designing problems. One is to ask different questions for different students. For students with learning difficulties, the focus should be on taking care of them and asking simple questions, with the focus on encouraging them to participate; For middle school students, ask some slightly more difficult questions to motivate them to make continuous progress; For ambitious people, it is necessary to ask challenging questions, encourage divergent thinking and actively think about innovation. In a word, questioning should vary from person to person and cultivate students' interest in learning mathematics at a higher level. The second is to respect the diversity of students. Mathematics is a rigorous logic discipline, which can train students' creative thinking. Sometimes the answer to a math problem is not unique, and different solutions can reflect students' different thinking abilities. After listening carefully to students' answers, teachers should take students' answers seriously, fully affirm the answers given by different answers, and praise the original answers; For those who are not completely correct or even completely wrong, we should also analyze the positive factors, give appropriate affirmation and encouragement, and let each student feel his uniqueness and value of existence.