Analysis: First of all, we should make clear the purpose of arranging the theme map in the textbook. Compared with the old textbook, the new textbook has a theme map before each example. Mathematics curriculum standard puts forward that students should learn mathematics in vivid and concrete situations. Then, the purpose of arranging the theme map is to reflect the concept of the new curriculum, and the other is to let students learn mathematics in their lives and learn valuable mathematics. It is necessary to train students to learn to collect information in the process of observing the situation map, put forward mathematical problems according to mathematical information, and discover mathematical laws, so as to achieve the purpose of solving mathematical problems. However, some teachers often condense the theme map into a text theme when dealing with it, which violates the arrangement intention of the textbook. Then, in the process of dealing with the theme map, how to ask questions is effective, and why is this happening in the above case? I think the teacher's question lacks a clear goal, and the direction of the mathematical information in the question is unknown. Mathematics is the gymnastics of thinking. Teachers should let students show, communicate and express their own mathematical thinking in mathematics class by combining the unique mathematical information of mathematics.
In case 2, when teaching "area and area unit", teachers have two different ways to ask questions. Method 1: The teacher takes out some items prepared in advance and asks the following questions: What is the area? Where is the surface of this ball? Where is the surface of this box? How do you feel about the surfaces of these objects? ..... Method 2: Teachers ask students to take out things prepared in advance, touch these objects, and tell their feelings to their classmates. After the group exchange, let the students share the exchange results with you.
Analysis: Some teachers always like to break up problems and make them thorough, so that students can understand them without thinking. This actually reduces the thinking value of the teaching content, which is harmful and useless. Therefore, teachers should try their best to grasp the problem as a whole and create challenging and open questions in teaching. It goes without saying that the problem of method one is too small; The second method allows students to have their own unique experience in real and open problem situations, which will have unexpected effects on improving students' thinking quality.
Case 3 After the teacher asked a question, he found that most of the students in the class raised their hands. Only a few students didn't raise their hands, so he said that I specially asked a classmate who didn't raise his hand in this class to answer this question. Students who didn't raise their hands gradually lowered their heads and dared not face the teacher's eyes. The teacher still asked them to answer this question. Obviously, the result is that these students can't answer.
Analysis: Some teachers have some deviations when choosing the answer object. For example, only say hello to students, or ask a small number of students specifically, leaving most students in the cold; Punish poor students and embarrass them. In a naturally formed class, students' basic and intellectual levels are uneven. Teachers should seize the opportunity to create "publicity" opportunities for students at all levels, so that they can learn something and experience the joy of success. The questions asked should be in line with the students' psychological level and the reality of their lives, 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. Students with high scores should answer questions that are not too difficult. For more difficult questions, students with excellent grades should answer them.
After asking questions, teachers should not rush to give too much explanation and guidance, but should leave some time for students to think quietly. 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, and pay attention to students' nonverbal hints by using students' thinking time, so as to know students' reaction to the questions: students raise their hands to indicate that they want to answer this question; When students are ready to answer, they will lean forward slightly and open their mouths slightly; Students bow their heads or avoid the teacher's eyes after hearing the question, which may be because they didn't hear the question clearly or couldn't answer it. Therefore, during the pause after the teacher asks questions, we can choose the right object according to the students' performance, seize the right opportunity and ask questions in a targeted manner.
In view of the problems existing in the above cases, combined with my teaching experience, I think teachers should grasp the following aspects in effectively asking questions in classroom teaching:
1. Classroom questioning is an important means of teachers' teaching and an organic part of teaching activities. It can stimulate students' curiosity and initiative in learning, enlighten students' thinking, make them think seriously and consciously develop the treasure of knowledge. It is an important means to cultivate students' learning ability.
2. Questioning in class is an important means to realize the interaction between teachers and students, an important way to realize the communication and understanding between teachers and students, and to cultivate students' independent personality and innovative spirit; It is the key to students' wisdom, the link of information output and feedback, and an indispensable teaching behavior for teachers to organize, lead and implement teaching.
3. Questioning is an important technical issue. Effective or efficient classroom questioning can make a math class easy, guide students to the goal of knowledge and ability, create opportunities for students to show their intelligence, and play a very important role in controlling classroom teaching and mobilizing students' learning enthusiasm.
4. The focus of effective questioning is the focus, contradiction and contrast of teaching content, as well as the difficulties, interests and ambiguities of students. Effective questioning should also pay attention to the ten commandments: first, only ask top students, saving time, effort and worry; The second precept only asks 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 students time to think under the 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 complicated and trivial, talk and ask; The ten commandments ask questions like a forest, and flowers bloom on your face.
5. To ask questions effectively, we should accurately grasp the opportunity of asking questions, try to say the questions only once, and pay attention to the hierarchy of the questions; Ask questions to all students and then answer them by name; Stop for a while after asking questions to give students time to think; To provide ideas for students who can't answer or answer wrong; When the students' answers are correct but insufficient, they should add other information or ask deeper questions.
In short, there are many ways to ask questions in class, which need to vary from person to person. It is necessary to analyze the specific situation, especially pay attention to the effectiveness of the questions. The key is to ask questions in line with students' experience level, cognitive characteristics and specific characteristics of teaching content. It is worth mentioning that teaching innovation is an inexhaustible source of classroom teaching development. In classroom teaching, teachers can make full use of teaching tact to dynamically generate new questioning methods and conduct creative teaching research. Being a conscientious person in teaching is more conducive to improving our professional quality. In short, there are many ways to ask questions in class, which need to vary from person to person. It is necessary to analyze the specific situation, especially pay attention to the effectiveness of the questions. The key is to ask questions in line with students' experience level, cognitive characteristics and specific characteristics of teaching content. It is worth mentioning that teaching innovation is an inexhaustible source of classroom teaching development. In classroom teaching, teachers can make full use of teaching tact to dynamically generate new questioning methods and conduct creative teaching research. Being a conscientious person in teaching is more conducive to improving our professional quality.