How to ask questions effectively in mathematics classroom is not only a science, but also an art, which is an effective way to improve the quality of education and teaching. In education and teaching activities, classroom questioning is a means and behavior that teachers often use to achieve certain goals and tasks. Only when teachers are good at exploring and mastering the art of classroom questioning, painstakingly studying and carefully designing, can the questions raised have practical effect and practical value. Therefore, the author intends to talk about some superficial understanding and views on classroom questions.

First of all, find out the foundation and help students build a question scaffold.

In teaching, teachers don't simply ask questions. The questions they ask should be close to students' age characteristics and knowledge and ability basis, which can make students feel and grasp, form a chain of questions and guide students to climb the ladder.

1. cohesion.

Teaching clip: "Two digits times two digits".

Students' oral calculation: 2 1×3=63, 2 1×30=630.

Teacher: I'll put them together and see what's the connection between them.

Students continue to calculate orally:

34×2=68,34×20=680; 4 1×5=205,

4 1×50=2050; 15×2=30, 15× 10= 150。

Teacher: 15× 2 = 30, 15× 10 = 150. Are these two formulas related?

Teacher: Are these two formulas related to 15× 12? What did you find?

Before learning to multiply two digits by two digits, students have mastered the algorithms of multiplying two digits by one digit and multiplying two digits by integer ten digits. Teachers' questions effectively communicate the connection between old and new knowledge, awaken students' thinking and set up a suitable "scaffold" for students to learn new knowledge.

2. logic.

Teaching clip: "Calculation of rectangular and square areas".

Teacher: Look at the blackboard. Did you find anything?

1: I found that the length times the width of the rectangles here is exactly equal to their area.

Teacher: Can the area of other rectangles be calculated by "length × width"?

Students use the same small square to spell out a rectangle and record the length, width and area of the rectangle. )

Teacher: What did you find about the area, length and width of other rectangles?

(Students get: rectangle. Area = length × width. )

Teacher: What does "length× width" in the area formula actually mean?

(Students discuss that "length × width" actually refers to the number of area units contained in a rectangle. )

The teacher asks questions step by step, so that students can feel, understand and master "the area of a rectangle = length × width". This kind of problem can not only help students find the key to solving the problem, but also cultivate students' good thinking habits.

Second, grasp the key and make the question full of thinking content.

If teachers want to ask effective questions, they must study the teaching materials and make themselves "understand, infiltrate and transform".

"Understanding" means understanding the basic structure of teaching materials; "Penetration" means mastering the systematicness of teaching materials and the key points, difficulties and keys of teaching materials; "Hua" is to integrate one's thoughts and feelings with what is contained in the textbook. On the basis of full investigation and analysis, teachers can grasp the key points of teaching materials and ask questions with thinking content to avoid stepping into misunderstandings such as frequent questions and superficiality.

1. target.

Teaching clip: "The Basic Nature of Fractions".

The teacher asked the students to write three scores at will and guided them to observe the numerator and denominator of their scores.

Teacher: When the numerator and denominator of two fractions are not exactly the same, are the fractions exactly the same?

Health: it's different (some people say "it may be the same").

Teacher: under what circumstances, the scores may be the same? Let's study and explore this law together.

Students use origami to discuss this problem and get = = = and so on.

Teacher: When the numerator and denominator of a fraction are different, is it possible for the two fractions to be equal? Health: It is possible.

Teacher: When the numerator and denominator of two fractions are different, are they equal in size?

Health: No.

Teacher: Under what circumstances can we be equal?

Teachers' questions always focus on the core content of this lesson, closely contact, guide students to analyze, compare and summarize, and explore the basic nature of scores independently.

2. think.

Teaching clip: "Prime Numbers and Composite Numbers".

Students use four squares and 12 squares of the same size to spell out several different rectangles. )

Teacher: Given the same number of squares, what will happen to the number of different rectangles?

(After students think independently, it is found through discussion that the more squares given, the more types of rectangles may not be spelled. )