The effectiveness of classroom questioning means that teachers create a good educational environment and atmosphere in classroom teaching according to the objectives and contents of classroom teaching, and carefully set up question scenarios. Questioning is planned, targeted and enlightening, which can stimulate students' desire for active participation and help to further cultivate students' creative thinking. Most of the questions designed by teachers are memory questions, and students can find the perfect answer by opening the memory bank. This kind of problem will not cause students to think, let alone experience mathematics and experience the inquiry process of mathematics. Similarly, in most cases, students can't get rid of the model of simple imitation and solving problems according to procedures. In the long run, it will stifle students' thinking and intelligence, destroy students' interest and enthusiasm in learning, and curb the cultivation of students' innovative spirit and practical ability, thus covering up the real value of mathematics education. In addition, it is an alternative "centralization" phenomenon in teaching activities. The "centralized teaching" referred to here is not aimed at teachers, but refers to the phenomenon that teachers' "centralized teaching" has evolved into students' "centralized teaching" in organizing teaching activities. This phenomenon is common in the process of students' cooperative learning. In view of this phenomenon, we should first affirm the effective attempts made by teachers in changing students' learning methods, but it is a pity that teachers lack a deep understanding of the significance of cooperative learning, and cooperative learning cannot be based on students' independent thinking and exploration. At the same time, the lack of attention to all members of the group makes the exchange activities become a "one-man show" for those with excellent academic performance in the group, which is called "student-centered". Such teaching activities, "cooperation" has become "single-handedness", and communication is ineffective, and it is not really for all students. The result will inevitably lead to polarization, so the effect of the activity can only be inefficient.

Second, carefully preset inquiry activities

In order to improve the effectiveness of inquiry activities in mathematics teaching, teachers are required to first make clear the objectives of inquiry activities. In specific inquiry activities, teachers should make macro-coordination on the regulation of activity time, the composition of activity space, the control of activity links and the full participation of activity objects, all of which need careful presupposition before class. Teachers should consider as many aspects as possible in the process of presupposition, and subjectively exhaust all possibilities, so as to play a leading role in the specific exploration process and realize the teaching objectives.

For example, when teaching the nature of similar triangles 1, the teacher asked each study group to make two similar triangles with a similar ratio of 1∶2 before class. In class, the teacher designed such a problem: Master Xiao Wang wants to make a triangular part according to the drawing. According to the requirements, the height ratio between the drawings and the physical parts should be 1: 2, but after master Xiao Wang finished the parts, he only measured that the ratio of their corresponding sides was 1: 2, so he said with certainty that "this part meets the requirements". Do you think he is right? Why? In the process of exploration and induction, the teacher gave the following questions: 1. What's the relationship between the drawings and the physical parts? 2. If what Master Xiao Wang said is right, what does it mean? 3. How to prove a proportional formula? After asking questions, the teacher first discusses with the students, then gets the answer, makes clear what to do next, and then lets the students discuss how to prove the similarity of two triangles. In this series of activities, students not only use their hands and brains, but also have high interest and active thinking, and their abilities in all aspects have been cultivated and improved. This kind of teaching design is what the new curriculum reform really advocates.

Third, capture the wonderful details and show the charm of mathematics classroom teaching.

Classroom teaching is a wonderful place where fresh life blooms, and communication and dialogue in specific situations are its important characteristics. In the whole teaching process, unexpected situations and problems may occur at any time, which requires teachers to have a pair of "discovery" eyes, capture classroom details in time, and produce a different kind of excitement.

1. Good at discovering students' "bright spots".

In the mathematics classroom under the new curriculum concept, teachers often arrange cooperation, communication and interaction between students. In the process of students' discussion and communication, in fact, many students have mastered a certain knowledge point through operation, but they don't know how to express it. Therefore, in operational activities, there will be some detailed behaviors that are not easy to find. If teachers can grasp these details in time and make them into generative teaching resources, the classroom will be more exciting.

2. Students' "procrastination" should be discovered in time.

There are often many unexpected contents in classroom teaching, sometimes these contents are not correct enough, and sometimes even embarrassing problems appear. Many times, teachers often ignore such details in class and rush to their own teaching goals, and sometimes this kind of mistake may be a teaching resource that is difficult to find. In teaching, teachers should be good at pointing out and guiding students' deviations, and skillfully tap "problem" resources to make them become teaching resources generated in the classroom.

For example, when teaching the course "The Properties of Inverse Proportional Function", I drew an image of inverse proportional function for students to observe and analyze the properties of inverse proportional function. A student said: "The nature of analogy linear function, the increase and decrease of inverse proportional function is: when k > 0, Y decreases with the increase of X; When k < 0, y increases with the increase of X. "I heard the mistake at once, but I didn't correct it. Instead, I threw the question at everyone: "This classmate is very good at thinking and put forward his own ideas, but whether this idea is correct or not needs everyone to verify. "In the discussion, some students agreed, because: when the symbol of k is determined, the changing trend of function image conforms to the characteristics of increasing function or subtraction function; Some students objected and gave correct examples. Everyone's verification results aroused the students' inspiration, and he revised his idea: "The increase and decrease of inverse proportional function is: when k > 0, y decreases with the increase of x in each quadrant; When k < 0, y increases with the increase of x in each quadrant. "This makes an original wrong guess be deduced into a correct theorem. In short, the effectiveness of classroom teaching is what most teachers pursue. Effective classroom is an idea, a value pursuit and a teaching practice model. I hope that with my own thinking and communication, more teachers will pay attention to and explore this issue.