Classroom teaching is the main position for teachers to carry out teaching activities and the main channel for students to acquire knowledge. Improving classroom teaching efficiency is the goal that every teacher pursues unremittingly. To improve the efficiency of classroom teaching, we must first improve the effectiveness of classroom teaching questions. To this end, I chose the theme of this national training: how to effectively improve the effect of questioning in primary school mathematics classroom teaching. Through teaching practice, I have effectively improved the level of questioning in primary school mathematics classroom teaching. First, compare the problems, lack of understanding, and find ways to solve the problems. Compared with the main problems listed in the teaching strategy of questioning and reflection in primary school mathematics classroom teaching, I also have my own shortcomings in classroom questioning: 1. The question is too vague. 2. Only a few students ask questions, and most students are silent. 3. Asking questions is only a standard answer, and it is difficult to deal with students' ideas for a while. 4. Jumping questions is very fast, and it is impossible to follow or effectively guide students' thinking. 5. These problems have not been carefully designed. 6. Keep asking until you get the answer you want, and use nonverbal signals incorrectly. Through research, I found a solution to the problem. 1. Solve the problem of "the problem is too vague and the direction is not clear". Methods: Make clear the arrangement intention of teaching materials, and put forward clear questions by combining mathematical information such as digital symbols unique to mathematics. 2. Solve the problem of "only asking questions to a small number of students, and most students are silent". Methods: Lose no time to create opportunities for students at all levels to "show their faces", learn something and experience the joy of success, and don't be afraid that they will answer wrong or waste time. The questions asked should conform to the students' psychological level and their real life, so that students can pick apples in one jump. Teachers can't ask questions across the board. For simple questions, choose students with poor grades to answer. For general questions, students with high grades should be asked to answer them. Excellent students should be asked to answer difficult questions. 3. Solve the problem of "only asking questions for standard answers, and it is difficult to deal with students' ideas for a while". Methods: If the teacher can't respond for a while, we can discuss it, or in mathematics teaching, as long as we can ask good questions and correctly grasp the feedback of the questions, our classroom will be full of happiness. 4. Solve the problem of "jumping too fast to keep up with or effectively guide students' thinking". Methods: After asking questions, teachers should not rush to give too much explanation and guidance, but leave some quiet thinking time for students. Teachers should learn to wait and make the lively classroom quiet. When students encounter problems in their study, teachers should be good at selling secrets, let students think deeply and consciously help students enter the nearest development zone. Teachers should look around the class after asking questions in class, make use of students' thinking time and pay attention to some nonverbal hints, so as to know students' reactions to questions. Therefore, during the pause after the teacher asks questions, we can choose the appropriate objects according to these performances, seize the appropriate opportunity, and ask students questions in a targeted manner. 5. Solve the problem of "asking questions without careful design". Methods: The design of questions should be gradient, interrelated step by step, step by step, and follow the principles of from easy to difficult, from simple to complicated, from shallow to deep, and from the outside to the inside, and guide the questions step by step. If the teacher designs a certain slope to reduce the difficulty, the same problem will be solved. 6. Solve the problem of "misusing nonverbal signals until you get the answer you want". Methods: Teachers should put down their airs, be gentle in tone, be kind to students, and create a relaxed, happy, democratic and equal teaching atmosphere. If a student answers wrong, don't blame him, let alone satirize him. If a student can't answer for a while or the answer is incomplete, the teacher should give him encouragement or give him a "ladder". In teaching, you can talk to students in a consultative tone. "Tell me what you think, will you?" "How are you going to calculate this problem? Can you tell everyone? " Wait a minute. Teachers can only get wonderful answers if they keep students relaxed, dare to think, dare to say and dare to do. Second, learning gains: the basic method to effectively improve the effect of questioning in primary school mathematics classroom teaching. Through learning and thinking, I understand that to effectively improve the effect of questioning in primary school mathematics classroom teaching, I have also carried out teaching practice from the following aspects: 1. Key points of effective questioning. Ask questions in the focus, contradiction and comparison of teaching content, and grasp the difficulties, interests and ambiguities to ask questions. 2. Ask questions effectively. Questioning: Grasp the opportunity of questioning accurately, try to say the question only once, and pay attention to the hierarchy of the question. Goal: Ask all the students questions and then say their names. Wait: Stop for a while after asking questions and give students time to think. Inspiration: provide ideas for students who can't answer or answer wrong. Follow-up: when the students answer correctly but incompletely, the teacher should add other information; Or lead to deeper problems. 3. The Ten Commandments of Effective Questioning. First, stop asking questions and call it eugenics, saving time, effort and worry; Second, the problem is called poor students, which pot does not open; The three precepts make it difficult for students to demand rather than punish; Ask questions suddenly without giving time under temptation; The five precepts are ambiguous and have complications; 6. abstain from exceeding authority, ask yourself and answer yourself; The seven commandments are noncommittal and do not comment; Bajie is too big to answer; Nine precepts are cumbersome, laughing and asking questions; The Ten Commandments ask questions like a forest, answer like a stream, and blossom on your face. 4. Important strategies to improve the effectiveness of classroom questioning: adjusting the difficulty of classroom questioning; Adjust the frequency of classroom questioning; Adjust the waiting time for questions in a timely manner. Therefore, it takes at least 3 ~ 5 seconds for effective classroom questioning, from asking questions to assigning students to answer. If the teacher's questions are open-ended, the students' waiting time should be about 10 second. Match closed questions and open questions correctly. Correct use of silence rate is an important indicator to identify the effectiveness of classroom questioning. Effective classroom questioning must be directed at all students, not "one-on-one" questions and answers. The ideal classroom questioning should benefit the whole class. Third, try to teach: teach "knowing the time." Instructor: Zeng Yiyuan. Teaching class: Class 2, Grade 2, Longping Primary School, Wuzhou City, Guangxi. Analysis of academic situation: There are 38 students in this class, including 24 boys and 4 girls 14, all of whom are rural children. Because there are more boys than girls, and some girls are also influenced by boys, students are lively and active. The regulation of class discipline has always been a headache. Teachers often remind them in class: "Please sit down!" "Please be quiet!" Look at the blackboard! . This brings some difficulties to the class. Teachers always take some time out to regulate classroom discipline. Knowing the time is based on the first volume of senior one, and knowing the time of clocks and watches. For junior students, time is a very abstract concept, which is difficult to understand. It is understood that many students can read the time displayed on the clock face according to local habits, but the reading method is not standardized, and they know the length of time initially, but there is no accurate concept of time. Some students can't read the clock. Class time: 2010 65438+the third class on the morning of February 7th. Class record: 1. Introduce and show the theme: (Show the real clock) What is this, class? Health: Zhong. Teacher: The clock can tell us what time it is. Today, in this class, we will study time and minutes. (Title on the blackboard: Know the time and minutes) 2. Protestantism: (1) Know the clock face. 1. Notice that there are several big squares on the clock face. Teacher: (showing the real clock pointing to the clock face) Where is the square of 12? Health: From 12 to 1 Yes 1. Teacher: How many big squares like this are there on the clock face? Shall we count together? Teachers and students: 1, 2, 3... 12. Teacher: How many squares are there on the clock face? Health: 12 grid. (Blackboard: 12 Macrocell) 2. Observe how many small cells are in each big cell. Teacher: There are small cells in every big cell. Who can count how many cells there are in a big cell? Health: 1, 2, 3, 4, 5. Teacher: How many cells are there in each big cell? Health: Five. 3. Observe how many squares there are on the clock face. Teacher: How many squares are there on the clock face? If it is too difficult to count one by one, how can it be easy? Health: five places and five places. Teacher: Shall we count five places together? Teachers and students: 15 gets 5,2510,3515 ... Teacher: How many squares are there on the clock face? Health: 60 cells (blackboard writing: 60 cells). Teacher: Let's count them together. 5、 10、 15、20……55、60。 4. Teacher's summary: There are 12 big squares on the clock face, each big square has 5 small squares, and there are 60 small squares on the clock face. (2) Know when you know him. 1. Recognition score. (1) Teacher (the teacher who demonstrated the real clock): Attention, everyone, how many squares did the minute hand go? Health: 1 cell. Teacher: How long does it take to walk in minutes 1? Health: 1 min. Teacher: Yes. It takes 1 minute to walk on the minute hand. (2) Feel how long 1 minute is. Teacher: How long is 1 minute? What can 1 minute do? How about skipping rope and hitting the ball for 1 minute? Health: OK. Teacher: I want to find a classmate to jump rope, another classmate to bat the ball, and then two classmates to count. The students were eager to try, and everyone raised their hands and shouted: "I will come! I am coming! " Is the teacher (choose 4 students, give the skipping rope and ball to 2 students respectively, and tell 2 students to count) ready? Health: I'm ready. Teacher: Everybody get ready, get ready-go! Student (skipping rope and patting the ball, because skipping rope is too long, skipping students adjust the length of the rope from time to time, which affects the number of skipping ropes) Teacher: Stop! 1 minute is up. How many times did you jump rope just now 1 minute? Health: 56 times. Teacher: 1 minute How many times do you bat the ball? Health: 89 times. Health: Teacher, the rope is too long. Otherwise, more than 56 times. Teacher: Shall we do it again? Adjust the length of the rope again. Teacher: Are you ready? Health: I'm ready. Teacher: Ready-Go! Student (skipping rope and bouncing the ball) Teacher: Stop! 1 minute is up. How many times did you jump rope this time 1 minute? Health: 97 times. Teacher: 1 minute How many times do you bat the ball? Health: 92 times. Teacher: 1 min can you recite the multiplication formula? Health: Yes. Teacher: Try it. Are you ready? Health: I'm ready. Teacher: Ready-Go! The whole class memorized the multiplication formula. Teacher: Stop! 1 minute is up. Did you remember everything? Student: No teacher: You recited it neatly and slowly, so you didn't recite it 1 minute. If you recite it by yourself, 1 minute may be enough. We'll test again when we have time. Teacher: Please turn to page 89 of the textbook and look at the second question "Think about it and do it". Can you complete the calculation of these nine crossings in 1 minute? Health: Yes. Teacher: Good. I remember when you did it. Revision after independent completion. Teacher: 1 minute Zhong Zhen is very short, so cherish every minute. 2. Know what time it is. Teacher (demonstrating a real clock, moving the minute hand from 12 to 2): How long did it take for the minute hand to go from 12 to 1? Health: 5 points. Teacher: (Demonstrate the physical clock and move the minute hand from 12 to 1): How long did it take for the minute hand to move from 12 to 2? Health: 10. Teacher: (Demonstrating a real clock, moving the minute hand from 12 to 3): How long did it take the minute hand from 12 to 3? Health: 15. Teacher: (Demonstrating a real clock, moving the minute hand from 12 to 6): How long did it take the minute hand from 12 to 6? Health: 30 points. Teacher: (Demonstrate the physical clock and move the minute hand from 12 to 1 1): How long did it take for the minute hand to move from 12 to 1? Health: 55 points. 3. Know the time and time advance rate (1) Know the time and time advance rate (demonstrate the physical clock and move the minute hand clockwise from 12 to 12): How many squares has the minute hand * * * gone? How many squares do you walk clockwise? Health: The minute hand walked 60 squares, and the hour hand walked 1 square. Teacher: I'll dial twice again and you can have a look. After the minute hand has walked 60 squares, the hour hand will walk 1 square. (Demonstration) What did you find? Health: I found that the minute hand walks 60 squares at a time and the hour hand walks 1 square. Teacher: Your discovery is very important! How much is it to walk 60 squares in minutes? How many hours does 1 mean when the clock goes clockwise? Health: 60 minutes represents 60 points. When the hour hand goes to 1, it means 1. Teacher: Yes. When the clock reached 1, it was 1. It says on the blackboard: When the clock goes to 1, it is 1. Teacher: So, what is the score of 1? Blackboard writing: 1 = () points. Health: 1 equals 60 points. Blackboard writing: 1 =( 60) points. (2) When you feel 1: Teacher: Look at page 89 of the textbook "Thinking about doing the third question. Think about it. How many minutes is a class? How many minutes is the break? How many minutes is 1 hour? Fill in the blanks again. Display: One class is () minutes, and the interval is () minutes. Adding () minutes is 1 hour. After the students fill in the blanks independently, choose a student to fill in the blanks on the blackboard. Teacher: Everyone raised their hands like him. The whole class raised their hands. Teacher: The students all know how long 1 is. When I ask you to dial 1. Who's going to dial? The whole class raised their hands. Teacher: OK! The students are really enthusiastic. Why don't you come and draw a student to dial the physical clock. Teacher: Did he dial the right number? Student: You dialed the right number. Teacher: OK! Can you tell me which number on the clock face the hour hand points to now? Which number does the minute hand point to? What does this mean? Health: the hour hand points to 1 and the minute hand points to 12, which means 1. Teacher: Very capable. Please return to your seat. Who will dial 3 o'clock? (Ask students to dial 3 o'clock, 9 o'clock, 1 1 o'clock in the same way) ... (3) Application combiner: Let me test you: How many steps did the clockwise clock take from 12 to 1? How long does it mean? Health: The clockwise pointer is from 12 to 1, which stands for 1. Teacher: What about going to 4 and 7? Health: 4 o'clock, 7 o'clock. Teacher: Good. Let's verify it. Teacher: How long does it take for the minute hand to walk from 12 to 1? Health 1: 1 min. Health 2: I disagree. It's five points. Teacher: Hehe! Who is right? Let's verify it. The minute hand is from 12 to 1. How many squares does it have? Is it 1 or 5? Health: 5 squares, representing 5 points. Teacher: How long does it take for the minute hand to go from 12 to 4? Health: 20 points. Teacher: How about going to 7? Health: 35 points. (4) Expansion: Teacher: How many hours does it take to walk from 12 to 12? Health: Yes 12 hours. Teacher: How do you know? Health: Clockwise goes from 12 to 12 and goes 12, which means 12 hours.