First, reflection on the status quo of classroom questioning

Questioning in primary school mathematics classroom is an important part of classroom teaching and one of the most commonly used teaching methods. Teachers' well-designed and appropriate classroom questions can effectively stimulate students' curiosity and imagination, ignite students' enthusiasm for exploring knowledge, and thus greatly improve the quality of classroom teaching. However, in daily teaching, there are still some problems in teachers' classroom questioning.

1. Ask "only quantity, not quality". Too many questions and answers in the classroom often make students lack the space and time to think. On the surface, they are busy, but in fact, students are at a low level of cognition and thinking.

The answer is completely in the hands of the teacher. Sometimes, unconsciously, even if we give students a chance to answer questions, we will still interrupt students' answers with trepidation, or add personal comments hastily, which will affect the expression of students' personal thoughts.

The waiting time is too short. It takes time for students to answer questions, and the teacher stops in a short time, so the students' thinking can't enter the real thinking state.

4. Do not pay attention to the use of resources generated in the classroom. Teachers should not only ask questions, but also listen to students' answers, so as to capture the available generating resources, otherwise the questions will lose their proper meaning.

The existence of the above problems seriously restricts the effectiveness of classroom questioning, making it inefficient or even ineffective.

Second, effective questioning teaching strategies

Effective questioning is relative to "inefficient questioning" and "ineffective questioning". The so-called "effectiveness" is explained by modern Chinese dictionaries as follows: "It can achieve the expected purpose; Effective. " "Effective questioning" means that teachers' questions can arouse students' responses or answers, which can make students participate in learning more actively, so as to obtain concrete progress and development.

Effective questioning contains two meanings: one is effective questioning; The second is an effective questioning strategy. In order to realize the "optimization of teaching process" and fully reflect the scientificity and effectiveness of classroom questioning, we should pay attention to the following points in practice.

1. Writing textbooks should be "easy to understand, thorough and comprehensive"

This is known to most teachers, but whether it can really be "in-depth" is something that every teacher needs to reflect on. The author believes that the learning of teaching materials should achieve the purpose of "understanding, infiltration and transformation".

"Understanding" means understanding textbooks. Only by understanding the textbook can we distinguish which questions are basic and ask questions with "what" and "how". We can use "what do you think" to ask which questions are expansionary; Which questions are inquiry questions, it is necessary for students to discuss and explore.

"Penetration" means mastering the systematicness, key points and difficulties of teaching materials, so as to achieve mastery and mastery.

"Culture" means that we can experience and feel students' learning not only from the perspective of teachers, but also from the perspective of students. Only by doing this can teachers skillfully ask questions, guide students to think and improve teaching quality to a greater extent.

2. Let students do "real" preparation.

We often say, "when preparing lessons, our teachers should not only prepare textbooks and teaching methods, but also prepare students and learn methods."

The so-called "reality" means that teachers must go deep into reality and understand students' basic knowledge, acceptance, thinking habits, difficulties and problems in learning. Only by truly understanding students can we ask questions with a clear aim, properly grasp the difficulty of the questions and make the questions more effective.

For example, the author wants to add some idioms commonly used in life to the teaching of the fifth book of junior high school mathematics, which can skillfully reflect the possibility. Many students have never heard of idioms that are considered simple for the first time, let alone related to mathematics. After class, I reflected on myself in time, found some classmates and chatted with them to find out their understanding and mastery of idioms. Finally, I adjusted the content of idioms to be asked according to the students' situation. In the last class, the students explained the content of idioms smoothly, which was closely related to what they learned in class. After class, many students were impressed by this link and wanted to talk about it after the teacher finished.

3. The questioning process should highlight the students' main body.

Thinking comes from doubt. The average teacher only sees that letting students solve problems is a kind of training for students. Actually, the response is still passive. It is a more demanding training for students to ask questions and explore problems by themselves. Teachers should try to make students doubt again on the basis of doubt, and then encourage and guide them to question and resolve doubts. So as to improve students' ability to find, analyze and solve problems.

In actual teaching, we often naturally ask students, "Are there any questions?" Students often answer with cooperation: "No problem." If it is always "no problem", then this phenomenon is extremely abnormal, and I am afraid it is really "problematic". The understanding of any math problem can never be kept at the same level, and there must be high and low levels and difficult points. In other words, there should be "problems".

The problem of "no problem" embodies a teacher's educational philosophy. It seems that only a smooth class is a good class. This kind of "smoothness" in class will only cultivate people who are angry with books, which is not conducive to the development of students' creative thinking; This "smoothness" in the classroom will also make students lack a spirit, a spirit of seeking truth from facts and being brave in asking questions.

So, how to solve this problem?

(1) Change ideas and establish a sense of "problems". Teachers should clearly realize that the most important point in mathematics training is problem consciousness. Therefore, it is one of the responsibilities of mathematics teachers to cultivate students' habit and ability to dare to ask questions, and it is also one of the standards to evaluate the quality of mathematics teaching.

(2) Create opportunities for students to think, think and ask questions. Teachers should not only create opportunities to ask questions in each class, but also let students really use their brains to think about problems and ask valuable questions or questions they don't understand. Really use this time instead of going through the motions. In order to let students ask questions, teachers can consciously carry out some training, and they can stand in the position of students and demonstrate questions as students. For example, the second-grade textbook has learned "the understanding of angles", and students already know what an angle is and the names of its parts. "The size of an angle has nothing to do with the length of its sides." "Are there any questions?" The student answered "no problem". Is there really no problem? "Then let me ask a question." I asked a question: "Why is the size of the angle irrelevant to the length of the side?" After discussion, we understand that the edge of an angle is a ray, and the ray has no length, so the size of the angle has nothing to do with the length of the edge. The size of the angle depends on the opening degree of both sides. The teacher demonstrated asking questions from the students' point of view. Over time, students have the consciousness of asking questions. While guiding students to ask questions, it also cultivates students' ability to think and solve problems actively.

(3) Be kind to students' questions and answers. No matter what kind of questions students ask, no matter whether their questions are valuable or not, as long as they are students' real thoughts, teachers should first fully affirm their children's courage to ask questions, and then take effective measures to solve the problems themselves or ask other students to answer them. For innovative questions or original opinions, we should praise him not only for daring to ask questions, but also for being good at asking questions and praising the value of asking questions, so as to guide everyone to learn how to think deeply about problems. Only in this way can students feel greater gains from asking questions, feel safe about asking questions, love asking questions more and more, and ask questions more and more. For students' answers, we should be careful to use habitual evaluations such as "very good", "very good" and "no, no". This evaluation puts too much emphasis on right and wrong. Over time, students' attention will focus on what the teacher wants. We can use a more neutral, acceptable or exploratory assessment as appropriate. For example, "Oh, that's a reasonable idea. Any other ideas? " "That's a good idea. What else can we add? " "Good idea, but how do we know ..." Encourage students to meet their needs and continue their studies.

In short, in practice, teachers should optimize the content of questions, grasp the opportunity of questions, pay attention to questioning skills and constantly improve their questioning ability. At the same time, it is also necessary to cultivate students' ability to ask and find problems, and really improve the quality of classroom teaching.