Classroom questioning is an effective form of teaching organization, a link between teachers, students and teaching materials, and an effective means to stimulate students' interest in learning, inspire them to think deeply, guide them to solve problems and test their learning effect. It is not only an important teaching method, but also a wonderful art of teaching. Properly designed and used, it plays a positive role in stimulating students' learning motivation, developing students' learning ideas, exploring students' learning potential, cultivating students' ability to analyze and solve problems and innovative spirit, and improving the effectiveness of classroom teaching. However, in the actual teaching and research activities, we often find some teachers asking questions at will in class; Can't grasp the opportunity to ask questions well; The questions raised are not accurate enough; Lack of art and skills in asking questions; Or the questions raised are of low value; Lack of presupposition of generative problems; The phenomenon that leads to "inefficient questioning" in class often appears. In view of the above phenomenon, I participated in the Nanjing planning personal project "Strategy Research on Effective Questioning in Primary Mathematics Classroom". After more than a year's study, practice and research, the author believes that to improve the effectiveness of questioning in primary school mathematics classroom, teachers should pay attention to the following issues: First, we should accurately grasp the opportunity of questioning in class and the time for students to think. The research shows that although the number of questions in a class is uncertain, it is very important to accurately grasp the timing of questions. When and what questions to ask, the teacher must design them before class. If you can ask questions at the right time and temperature, it will have a very good effect; It can mobilize students' emotions, enliven the classroom atmosphere, ensure the quality of thinking and improve the teaching effect. It is also found that the opportunity to ask questions in class usually occurs in the following situations: first, when students know, feel and want to express their communication; Second, when students are suspicious, confused and want to ask questions; Third, when students' learning emotions need to be stimulated, regulated and expressed; The fourth is to promote students' self-awareness, self-evaluation and confidence multiplication. If teachers can accurately grasp the above questioning opportunities, the effectiveness of classroom questioning will be greatly improved. In addition, the teacher should pay attention to pause for a while after asking questions to give students time to think. In lectures, we often see that teachers often lack patience to wait after asking questions, and always hope that students will answer quickly. If students can't answer quickly, the teacher will repeat the question, or explain it again, or immediately reduce the difficulty, or even ask other students for "help", regardless of whether students should have enough time to think, form answers and react. Experiments show that if teachers can give students some time to think after asking questions, many meaningful changes will take place in their classroom: students' interest in answering will increase, the situation of answering casually will decrease, the answers will be more complete, accurate and wonderful, and their sense of accomplishment and self-confidence in learning will be obviously enhanced. For example, when teaching parallel lines, the teacher designed three questions around the teaching goal: after creating a situation in which students draw two straight lines on paper at will, the first question asked by the teacher is: "Can you classify the graphics you draw according to the relationship between the two straight lines?" Pause and draw parallel lines after classification. The teacher then asked the second question: "What method can you use to show that these two straight lines are parallel to each other?" After most students put forward the concept of parallel lines, the teacher asked the students to think: "Where are the parallel lines in life?" ..... In classroom teaching, teachers grasp the opportunity to ask questions, closely organize corresponding activities around these three questions, ensure that each link has enough time for students to fully explore and communicate, and promote the in-depth development of students' thinking and the effective achievement of classroom teaching objectives. Second, we should pay attention to the "precision" and "accuracy" of classroom questions. The so-called "precision" and "accuracy" of classroom questioning means that the questions designed by teachers require accuracy, correctness and accuracy, and strive to be exquisite, exquisite and not arbitrary. The research shows that in order to achieve this goal, teachers must closely follow the teaching objectives and teaching contents, think more about the problem design, and take this as the basis for the problem design, so that the designed problems can be concise and accurate, and highlight the key and difficult points. In the design of key questions and summary questions, we should carefully choose words and weigh them repeatedly. In addition, classroom questioning must also aim at students' existing knowledge level and students' actual situation, find the starting point of the question, ask the key points, ask the ideas, ask the wonderful things and ask the actual results. Therefore, in order to realize the accuracy and accuracy of classroom questioning, teachers should also grasp the three dimensions of questioning: difficulty (difficulty), accuracy (accuracy) and appropriateness (quantity). 1, we should grasp the difficulty of the problem and make it suitable for moderate teachers. When designing the problem, we should give full consideration to the actual situation of the students. The problem should be neither too difficult nor too easy, and try our best to design the problem that the students can "jump". Because too easy questions will make students lose interest in mathematics, too difficult questions will make students lose confidence, affect the effect of classroom teaching, and over time, it will also dampen students' enthusiasm for learning. 2. Pay attention to the language of questions and be accurate. Soviet educator Suhomlinski said: "Teachers' high language literacy is an important condition for rational use of time, which largely determines the efficiency of students' mental work in class." This requires teachers: the language of classroom questioning should be not only scientific, but also artistic and accurate. Teachers should be good at carefully designing and refining inspiring, accurate and challenging mathematical language, and the questioning language should be rigorous, concise, exquisite and unambiguous. For example, in the teaching of "two-digit plus two-digit addition and oral calculation", after showing "minivan, car and bus" and how many cars there are, the teacher asked such a question: "Students, what questions can you ask according to these conditions?" At this time, the first classmate asked, "Who has more cars than who?" Then, other students are subjected to