Mr. Tao Xingzhi, a famous educator, said: "The starting point of thousands of inventions is to ask questions. ┅┅┅ Wise people ask questions skillfully, and fools ask questions stupidly. " Questioning in mathematics classroom is one of the important means of classroom teaching, and it is the basic control means for teachers to open students' thinking, promote students' thinking and enhance students' awareness of active participation. It is often more important for teachers to ask students valuable questions that can arouse students' intense thinking activities in class than to guide students to solve problems. The so-called effective problem is like a stone stirring up a thousand waves and immersing students in the ripples of thinking; Another example is a village with a bright future, so that students can feel the fun of thinking in the process of exploring epiphany. On the contrary, if the teacher's questions are superficial and seemingly vivid, when the teacher asks the students to answer in unison, it seems that the students have learned nothing, which will also lead to the students developing the bad habit of dabbling; If the question is ambiguous, students will be confused, with a blank face and no clue. Therefore, only by properly handling effective questions in the classroom, so that teachers and students can collide with each other, exchange methods and share experiences, can the classroom present colorful colors. First, seize the opportunity of "three" to improve the timeliness of asking questions. In teaching, only the best time to ask questions is the best. The best time to ask questions is when students are in an "angry" state of "trying to understand but not understanding". At this time, students are focused and active, and they can also hear questions from teachers. The best time to ask questions requires both teachers' keen grasp and skillful triggering and creation. 1. Ask questions in time when students' thinking is blocked. The place where students' thinking is blocked is often the focus of teaching. When students' thinking is blocked, teachers should reduce the slope and difficulty, help students understand knowledge, let students think and explore knowledge by themselves, and promote the development of students' thinking. For example, when we guide students to answer such a question: "The school puts 360 story books on the upper, middle and lower shelves, and the upper layer 1/4 is equal to the middle layer 1/5 and the lower layer 1/6. How many books do you want to put on the lower shelf? " This question is difficult. The students are confused about this and their thinking is hindered. At this time, the teacher asked, "How many books are there on each floor of these three bookshelves?" Are there equal copies of each copy? Why? How many copies are there on these three floors? "With this question, the students suddenly realized: there are 4 books in the upper level, 5 books in the middle level and 6 books in the lower level, so there are 15 books in one * *, and the lower level accounts for 6/ 15 of the total number of story books, which is 6/ 15 of 360 books. This difficult problem was solved in this way. It can be seen that the teacher's question lies in the key point of knowledge, which not only removes the obstacles of students' thinking, solves the problems, but also promotes the development of students' thinking. 2. Ask questions in time when students' thinking is "fuzzy". The so-called "fuzzy thinking" means that students' understanding of knowledge is one-sided. When students' thinking is "fuzzy", teachers should adopt rhetorical questions or suggestive questions, which can arouse students' reflection and cultivate students' ability to deeply understand the essence of things, apply correct thinking rules and look at problems comprehensively and dialectically. For example, after a teacher has finished teaching integers to add and subtract decimals, he asks the students what 5-(2+ 1.4) is equal to. A student only subtracts the integer part to get 3+1.4; Another student first calculates 3.4 from 2+ 1.4, and then subtracts 3.4 from the minuend 5. As a result, there was another problem in the process of abdication, and he got 2.4. This shows that students' understanding of knowledge is one-sided and somewhat vague. After analyzing the causes of two students' mistakes and correcting them, the teacher did not stop there, but asked at the right time: If the answer is 3+ 1.4 or 2.4, how should this topic be changed? This question immediately aroused the interest of the whole class and everyone discussed it. This problem just exposes the confusion or mistakes of integer addition and subtraction. This problem comes from students and is solved by students themselves, which is not only conducive to developing students' thinking ability, but also arousing students' learning enthusiasm. 3. Ask questions in time when students lack thinking depth. Due to the limitation of students' experience level, they often lack in-depth thinking about problems, and only stay at the general or shallow level of understanding, content with a little knowledge. At this time, teachers should ask questions in time, explore step by step, and guide students to think more and more deeply. Inquiry questioning is conducive to students' further understanding of knowledge, more conducive to cultivating students' profound thinking and improving students' thinking level. For example, when teaching "Knowing Half", the teacher designed such a problem: find out 1/2, 1/3 and 1/4 on a square piece of paper, and then observe and compare them to get1/2 >1/3 > 6544. When the teacher heard this answer, he immediately denied it, which made the students' understanding stay at a general or shallow level. In fact, teachers can open students' minds as long as they enlighten them. For example, ask: which part of the number do you find smaller as the number increases? Why? Finally, it is concluded that the more copies of the same object, the smaller the number of each copy. This kind of timely questioning, step by step, can guide students to think more deeply and expand. Second, strengthen the understanding of the "Big Four" and improve the quality of questions. Effective mathematics classroom questioning is a bridge between cognitive goals and students' learning needs, a catalyst to encourage students to actively participate in mathematics teaching activities carefully designed by teachers, and a booster to induce students to rise from the existing cognitive level to a higher cognitive level. Therefore, we must strengthen our understanding of effective classroom questioning. 1. Re-recognize the role of classroom questioning. In traditional classroom teaching, teachers' questions and students' discussions generally have a definite and standard answer, and any answer that is inconsistent with this answer will be denied by teachers. It can be seen that in traditional teaching, the main function of classroom questioning is how to make students' thinking better follow the classroom teaching ideas carefully designed by teachers. In this way, students will no longer use their own knowledge and experience to think and analyze through their own thinking, but to guess what the teacher wants. In this way, the role of classroom questioning is that the teacher leads the students by the nose. In essence, the process of asking questions in class is simply a process of carrying knowledge (teachers and students). This kind of questioning seriously restricts the development of students' personality and runs counter to the new curriculum. Therefore, we must have a new understanding of the connotation of classroom questioning. Under the new curriculum, classroom questioning should pay more attention to helping students understand the nature of problems, cultivate students' interest in learning, stimulate students' thinking and improve their quality. During the heated discussion, the students gained some experiences, insights and conclusions by relying on their own wisdom and efforts. For students, this knowledge is extremely valuable. 2. Re-recognize the perspective of design problems. The new curriculum concept requires innovation from the perspective of design problems. Classroom questioning is divided into six levels from low to high: knowledge (memory), understanding, application, analysis, synthesis and evaluation. According to statistics, at present, 80% of the questions raised by teachers in class belong to Grade One or Grade Two, and 60% require students to recall (or master) knowledge points, compared with Grade Five and Grade Six questions. It can be seen that in the current classroom teaching, most of the questions raised by teachers are "low-level", lacking high-level cognition, especially creative thinking. The latter can inspire and induce students most, and it is also the key point to promote students to form new learning methods and improve classroom efficiency. Therefore, the design of classroom questioning must pay attention to designing questions from the depth, breadth and density of thinking, try to ignite the sparks of students' thinking and activate the classroom atmosphere. There is such a problem: Xiaoming's father is going to take the whole family to participate in the "one-day tour of the West Lake" this summer vacation and arrange for Xiaoming to buy tickets. Xiao Ming came to the ticket office of the travel company and saw on the window that the ticket price for a one-day tour of the West Lake was A: adult 160 yuan, and child 40 yuan. Type B: groups with more than 5 people, each 100 yuan. The teacher asked the following questions: (1) Can you understand these two different ways of purchasing tickets? (2) How to understand? (3) If you are Xiao Ming, how are you going to buy a ticket? (4) What other questions can you ask? Create open questions, so that students can constantly develop their ability to solve problems from multiple angles and strategies in challenging problems. In this way, well-designed questions in class can make questions more enlightening and clear-cut, reduce low-level questions and effectively improve the thinking content of classroom questions. 3. Re-understanding of the evaluation of answering questions. The new curriculum standard requires us to have new thoughts on the evaluation of answering questions. Learning is not a simple transfer and transmission from the outside to the inside, but a process in which learners actively construct their own knowledge system, experience knowledge and feel knowledge. Teachers can't simply evaluate students' understanding according to their own or textbook logic. Teachers should encourage students to question, analyze problems from different angles, levels and channels, and find another way. For example, the students answered correctly in class, and the teacher gave an evaluation in time: "Good answer!" "You are great, your answer is really good!" "You're so smart, you answered very well! " ; When the student's answer is not completely correct, the teacher commented, "You are willing to use your head and answer better, just a little, otherwise it will be better!" And added: "Who will give it to him? "Even if there is a wrong answer, smile and comment:" You are really willing to use your brain. From another angle, keep thinking. I'm sure you can figure it out. The teacher is looking forward to it? "The class atmosphere is lively, the students speak enthusiastically, the learning enthusiasm is high, and the learning effect is good, which really allows students to experience the highest learning realm with learning as fun. 4. Re-understanding the law of questioning in class. Classroom questioning should pay attention to artistry. What details should be paid attention to when asking questions, what problems may arise when asking questions, and how to solve them? In these cases, teachers should be considerate and fully prepared when designing problems, so as to adjust and control in time in teaching and realize harmonious interaction between teachers and students. To do this, we can pay attention to the following four aspects: First, adhere to the subjectivity of students and emphasize the process of teacher-student interaction. In the teaching process, we should carry forward teaching democracy, make students the masters of classroom teaching and give full play to students' subjective initiative. Only in this way can students change from passive recipients to active learners and from "asking me to learn" to "I want to learn". At the same time, in order to change the simple way of telling students the conclusion directly in the past teaching, teachers should become promoters, guide students to experience the learning process and master the correct inquiry methods. Put the focus of classroom questioning on guiding students to explore, let students participate in and experience the process of knowledge and skills from unknown to known or never mastered to mastered, and allow students to express different views and opinions from teachers. Enable students to constantly find problems in the learning process, use knowledge, properly handle information, learn to analyze, infer and communicate. Second, after the question is put forward, we should fully estimate the students' possible reactions and answers and think about the coping strategies in advance. This requires our teachers to carefully analyze the teaching materials, design classroom problems, and consider whether the design expression of the problems is clear and whether the language is concise and easy to understand; At the same time, we should pay more attention to the analysis of students' situation. In particular, analyze students' learning characteristics, including the characteristics of cognition, emotion and values, consider students' responses to problems in as many ways as possible, take countermeasures, seize the opportunity to ask questions, and promote the development of students' thinking. Third, consider whether the problem is conducive to mobilizing the enthusiasm of all students to participate. When designing a problem, we should consider letting every student actively participate in thinking, and the problem should include many aspects. It is necessary to prevent the phenomenon that gifted students are positive and poor students are not interested, and to prevent the unequal teaching opportunities brought to students because of improper expectations conveyed by teachers or discrimination shown by teachers in the process of asking questions, or to reduce students' learning motivation because of low expectations of teachers. In short, the design of classroom questioning should allow students of all levels and types to have their own position in the classroom, do their best and get their place. Fourthly, we should make full use of modern educational technology. Interest is the foundation of students' development. Only when students have the interest in learning can they have the motivation to learn. Only when they have the motivation to learn can they have enthusiasm. Only when they are willing to think about problems can they delve into them. Therefore, strengthening students' classroom attention and improving students' interest in subjects are important conditions for realizing the benign interaction between teachers and students. Teachers should change the image of conquering the world with a piece of chalk and a mouth, make full use of the auxiliary means of modern educational technology, ask questions in vivid and intuitive situations, and stimulate students' desire to explore knowledge, thus stimulating each student's creativity and realizing classroom efficiency. Fourth, strengthen the optimization of "five items" to improve the effectiveness of questioning 1, strengthen the optimization of question structure and improve the effectiveness of questioning. The problem structure should be logical. Mathematical knowledge structure is rigorous and systematic, and there are many * * * same elements among mathematical knowledge, similar problem situations and similar ways of thinking. As long as we find the same elements that can communicate old and new knowledge, we can effectively promote the transfer of knowledge. This way of asking questions from the simple to the deep and bringing forth the new can be called transfer method, which is one of the commonly used questioning strategies in mathematics teaching. For example, in the teaching of triangle area calculation, students have widely mastered the calculation methods of long, square and parallelogram areas, and learned the strategy of solving parallelogram area calculation by digging and filling method. Therefore, the following questions can be designed for students to solve through hands-on operation, observation and analysis, independent exploration and cooperation. ① Cut a rectangle, a square and a parallelogram into two triangles with the same size, so how to calculate the area of the triangle? (2) With two triangles of the same size, can we spell out the figure we have learned and how to find the area of the triangle? (3) begin to measure data, fill in the operation experiment report, and find out the general method to calculate the triangle area. 2. Strengthen the optimization of problem situations and improve the effectiveness of problems. The so-called problem situation refers to the enlightening learning situation that has certain difficulty and needs students to overcome. Creating problem situations can make students' thinking in an exciting and active state, and can encourage them to think and explore actively. Psychological research shows that there are differences in students' personality and level, and teachers should create different task situations according to these differences. If the object of the question is a student with poor acceptance, the question should be mainly cognitive, and the question should be answered directly. Therefore, teachers should ask questions according to the situation of different students when designing classroom questions. Top students can be appropriately improved, ordinary students can be gradually upgraded, and students with learning difficulties can be appropriately downgraded to meet the needs of different appetites, so that "different people can get different development in mathematics." In classroom teaching, although teachers can't design a set of questions for each student, it can be done by paying attention to the level and gradient of the questions and asking different students questions according to the difficulty of the questions. 3. Strengthen the optimization of questioning strategies and improve the effectiveness of questioning. Choosing the right time and way to ask questions can inspire thinking, develop intelligence and enliven the classroom atmosphere; Improper choice may be self-defeating and destroy the classroom atmosphere. When you ask questions, you should master the temperature, choose the right time and ask questions skillfully. Specifically, questions should be paid attention to: ① Focus on the teaching materials. (2) Ask questions in the difficult part of the textbook. (3) Ask questions about the contradictions in the teaching materials. ④ Ask questions in the hidden part of the textbook. 4. Strengthen the optimization of questioning methods and improve the effectiveness of questioning. Classroom questioning should vary from topic to topic, from person to person, and strive for flexible and diverse methods, rather than using a fixed model, "generally necessary, but not fixed." In classroom teaching, we should master more art of questioning and constantly optimize the way of questioning. There are many ways to ask questions, the common ones are: ① open questions; 2. Breakthrough problems; 3 compare questions; 4 guess the question; ⑤ Heuristic questions, etc. 5. Strengthen the optimization of guiding skills and improve the effectiveness of questioning. It's important to ask questions, but it's only half the battle. The more important half is how to guide students to answer questions. In teaching, we often encounter such a situation. Many cleverly designed problems can't inspire and develop thinking in practical teaching. An important reason is that after the question is put forward, teachers lack the necessary guidance or behavior guidance, but they are "inappropriate" and "unable to start". Only by "doing it right" and "doing it right" can classroom questions become a mere formality and be implemented. Teachers can adopt the following optimization countermeasures: ① Paving roads and bridging bridges. When students' thinking is temporarily blocked by factors such as mindset and they can't answer teachers' questions correctly, teachers should pave the way and guide them in time. When some questions are too difficult for students to explain clearly at the moment, teachers should "build a ladder" at the right time and add some easy-to-answer questions in front of the last question. ② Leading to Tianjin. When students answer questions, sometimes there will be "pulling the gourd in the east and pulling the gourd in the west". In this case, teachers should give students timely guidance and guidance. Wonderful classroom questioning can not only reflect teachers' basic skills, but also inspire students' thinking and truly optimize classroom teaching. To realize effective questioning, we should try our best to highlight the most abundant learning information with the most important questions, let students get the most weighty harvest in the simplest way, and lead them to the farthest destination with the starting point closest to students. Only in this way can students' thoughts sublimate in the collision and their wisdom shine in the confrontation. Let's wave the wings of "effective questioning", lead the effective classroom and soar with students in the time and space of mathematics teaching!