How should a primary school math teacher ask questions? First, pay attention to clarity, moderation and efficiency.
Some math classes seem vivid on the surface, but in fact students don't really think. Teachers ask questions too casually, the questions are unclear, moderate and creative, and the questions are worthless, which will lead to inefficient and boring classes. Efficient classroom questioning should be concise and can stimulate the development of students' thinking.
Therefore, the author thinks that the design problem can be considered from two aspects.
The first is clarity. Teachers are required to study the teaching materials carefully, grasp the important and difficult points of teaching, make the problems have a clear direction, and point out the thinking direction for students, so as to improve students' ability to learn mathematics and achieve the predetermined teaching effect.
The second is moderation. Questioning in class should be moderate in difficulty, with a certain breadth and depth. Too simple questions, students can answer without thinking, seemingly warm classroom atmosphere, not only does not help students to exercise their thinking ability, but also allows students to develop the bad habit of cramming temporarily; Too sad questions will make students unable to start, unable to experience the joy of success, and will also make the classroom instantly cold.
Therefore, it is necessary to set questions at key points in teaching, and the questions should be necessary and effective, not the more questions, the better. It is necessary to combine students' original cognitive structure to design questions, aiming at paying attention to the appropriateness of questions and improving their thinking.
Second, pay attention to timely questioning and art.
In the real classroom, many teachers can solve the important and difficult problems in teaching by pursuing a question too much, but students often can't answer them at once, which affects the teaching efficiency. In order to make students understand and comprehend knowledge, they sometimes have to pursue it until students can answer correctly. So when is the right time to ask questions? I think we should pay attention to the art of asking questions.
The first is to chase depth. Students' original knowledge is limited, and sometimes the answers to questions are not deep enough, which requires teachers to ask questions in time.
Like teaching two? Whole hundred, whole thousand addition and subtraction? At that time, the teacher showed several exercises with all the numbers added up, and the students reported the numbers. List the formula: 400+500=900. The teacher asked: Why equal to 900 students? Regardless of 0,4+5 = 9 of 400 and 500, 400+500=900. ? It is superficial that teaching only satisfies students' calculations. Imagine that if students say 4+5=9 first, they can ask. Here, 4 and 5 respectively indicate what can guide students to understand the algorithm more deeply and achieve the effect of killing two birds with one stone.
The second is to chase the wrong. In classroom teaching, it is inevitable that students make mistakes. Imagine if the teacher used a? Wrong? Blocking students' mouths with words or showing correct answers in person will stifle students' enthusiasm for thinking and answering questions.
Therefore, teachers should look for opportunities to turn mistakes into valuable teaching resources. Like teaching five times? What is the surface area of a cuboid? There is an exercise: it is known that the classroom is 8 meters long and 6 meters wide. It is 2 meters high and 3 meters high. The area of doors and windows is12m2. How many square meters does it take to paint the walls of this classroom? Some students answered this question: 8? 6? 2+6? 鄽 2? 3? 2+8? 3? 2- 12, quite a few students think this is wrong. The teacher asked: What's the matter? Student: Because the surface area of a cuboid = length? Wide? 2+ width? Tall? 2+ long? Tall? 2, he didn't multiply 8 by 6? 2 times 2, so it is wrong. ?
At this point, the teacher asked slowly: Then I'll draw him one? The students found the teacher's change and whispered something with their deskmates. A student boldly said:? In fact, this solution is correct. ? The teacher asked: Why? How is that possible? The student replied: painting the walls of the classroom does not include the floor, so it counts as one? Dragon? Wide? You don't need to multiply by 2. ? Problem solved. When students make mistakes, teachers make use of the situation and ask the reasons for the mistakes, so that students can broaden their minds and think positively, and achieve the goal of freely using the knowledge of cuboid surface area in real life. The third is to pursue doubts. When there are different views on the same question, students often have doubts.
By asking questions in time, students can be stimulated to have a strong learning mood, so as to have a deeper understanding of the problem. Like teaching five? How to solve the problems in life by charging in stages? For example-the mileage is 6? 3 kilometers, its charging standard is: within 3 kilometers of 7 yuan, more than 3 kilometers, per kilometer 1? 5 yuan (less than 1 km), how much do you want? After the students reported the conventional solution, some students put forward their own method: (1) 1? 5? 7= 10? 5 (yuan), (2)7- 1? 鄽 5? 3=2? 5 (yuan), (3) 10? 5+2? 5= 13 (yuan). At this time, there was fierce opposition that he was blind.
At this point, the teacher asked: What is your basis? You should draw a line drawing on the blackboard and then point to it to explain it. If less than 1 km is calculated as 1 km, then 6? 3 km is calculated as 7 km, and 7 km is represented by a line segment, which is divided into 7 segments, according to 1? 5 yuan calculation: 1? 鄽 5? 7= 10? 5 (yuan), the first 3 kilometers are underestimated: 7- 1? 5? 3=2? 5 (yuan), so payable: 10? 5+2? 5= 13 (yuan). ? After listening to his explanation, the students were suddenly enlightened and sincerely praised him for his thorough understanding and in-depth thinking. Therefore, in the classroom, teachers should grasp valuable answers, ask questions in time, build a springboard for students, help students sort out the context, open up ideas and break through teaching difficulties.
Third, pay attention to asking clever and deep questions.
Mathematical knowledge is continuous. Therefore, in the teaching process, teachers can take advantage of this feature and set questions at the end of the class to guide students to expand and extend their knowledge on the basis of this class, so as to pave the way for the next class. In fact, many teachers have also thought about the importance of this question, but how to skillfully set an extended and in-depth question is another difficult problem faced by teachers. Therefore, according to the usual experience, I think we can try it from two aspects.
The first is to set doubts. Calculation teaching can be said to be the basis of mathematics teaching, and they are closely related.
Therefore, we can use this to ask questions and expand our teaching. Like teaching five? Decimal divided by integer? When students know a little about the calculation method of dividing decimal into integer, the teacher can leave a question:? What if the decimal is divided by the decimal? This question has played a role in attracting jade, pointing out the direction for students to continue to explore after class, and students' thinking will not stop.
The second is to arouse suspicion. At the end of each class, if the teacher can skillfully leave a question for students, students can review and consolidate the knowledge of this class in the process of thinking about this question, and also make students' thinking skillfully sublimate in the process of solving problems. Is this class more efficient?
Like teaching five? Determine the location? At that time, the author introduced the point from a horizontal line, and then taught to use a pair of numbers to determine the position of the point on the plane. Point-to-point learning is also a leap, but the author is not satisfied with this. After class, he skillfully set a question with courseware: if it is a point in space, how many numbers should be used to determine the position? Why does this question lead students from their understanding of points on the plane to space, stimulate their thinking power, deepen their knowledge and sublimate their thinking? This is really a process of re-creation.
As an important part of mathematics classroom, teachers should carefully design and scrutinize it repeatedly. Every effective problem is to provide students with an opportunity to learn, think and improve, which can promote the continuous development of students' thinking. Therefore, we should pay attention to the moderate difficulty of asking questions, ask questions in time, and set questions skillfully to maximize the teaching value of classroom questioning.