1. Directional.

The direction of asking questions in class must be clear and definite. Teachers' purposeful questioning can stimulate students' subjective consciousness and urge them to actively participate in learning activities, thus enhancing their motivation to learn mathematics. According to the needs of classroom teaching, design targeted questions. If a teacher guides students to answer such a question: the school puts

360 science and technology books are placed on the upper, middle and lower shelves respectively. The upper layer of14 is equal to the middle layer of15, which is equal to the lower layer.

1/6, how many books do you want to put on the lower shelf? This question is very difficult, and all the students are thinking hard. At this time, the teacher asked, "How many books are there on each floor of these three bookshelves?" Is the quantity of each serving equal? Why? How many copies are there on these three floors? "Such a question, the students' ideas suddenly opened: the upper class has

4 parts, 5 parts in the middle layer and 6 parts in the lower layer, so a * * * has 15 parts; The lower level accounts for 6/ 15 of the total number of sci-tech books, accounting for 360.

6/ 15。 This problem will be solved. It can be seen that the teacher's question is precisely at the key point of knowledge, and the direction is very clear, which not only removes the obstacles and solves the problems of students' thinking, but also promotes the development of students' thinking.

Step 2 be enlightening

Teachers' proper questioning can not only stimulate students' strong desire for knowledge, but also promote students' knowledge internalization. How well teachers play a leading role in classroom teaching depends on the degree of teachers' guidance and motivation, so classroom questions must be enlightening. Through the thinking process of asking questions, solving doubts and doubts, the purpose of inducing thinking is achieved. We should pay attention to the design problem to show the thinking process, instead of satisfying the students' judgment based on the initial impression, we should emphasize the students' explanation and how to analyze and understand it. After the question is put forward, students should be given appropriate thinking time to arouse all students' positive thinking. When students pause for a few seconds after answering questions, they can usually get more complete and accurate supplements from students or others.

Step 3 be logical

The design of questions should follow the logical order of the course, consider students' cognitive procedures, ask questions step by step from the outside to the inside, let students think positively, and gradually draw correct conclusions and understand the conclusions. If you ask questions in reverse, it will only disturb the students' thinking order and even make them confused.

For example, ask, "What are the characteristics of the image of a quadratic function with one variable? How to find the maximum and minimum values according to these characteristics? " Such questions can be asked from intuitive examples and different levels. For example, ask: "How to make a function quickly?"

Y = 2x2, y = 2 (x- 1) 2 and.

Y = 2 (x- 1) 2- 1 image? Ask again, "What is the minimum value of these functions?" And "if the coefficient of all items in each small question is -2, what will the result be?" Wait a minute. By asking such questions, students can understand that thinking points to layers of progress, which is convenient for solving problems.

Step 4 be moderate

Simple random questions can't arouse students' interest, and their echo answers don't reflect the depth of thinking. Deep questions make students confused and it is difficult to form the power of thinking. For difficult questions, we should design a series of questions from easy to deep and from easy to difficult, so that students can gradually break through the difficulties by answering questions. Only by asking appropriate questions and gradient can students' cognitive conflicts be triggered. When asking questions, we should also try to avoid those invalid questions such as "yes" and the simple answers derived from them. In some classes, the warm atmosphere is just that students try to figure out the teacher's thoughts and respond with one voice, which is not the overall effect, and sometimes even covers up the real ignorance. Such a question is also invalid.

Second, classroom questions should pay attention to the "three taboos"

Clever questioning in class will make the classroom atmosphere active, students' thinking open and teaching effect good. However, improper use will inhibit students' emotions and hinder their thinking, but it will not please their efforts. Therefore, we should also pay attention to the "three taboos" when asking questions in class.

1. Avoid collectivism

Some teachers like to ask questions in groups, such as "OK?" "good!

""is that right? " "Yes!" "Really?" "yes! "The form of question and answer, on the surface, is very lively, but in fact the effect is very poor. Most students are used to imitating sounds. What's more, collective question and answer interrupts others' thinking and affects others' thinking, which is the most taboo thing in logical thinking. Why not ask questions, let students meditate, and when the string is tight and the bow is opened, students' thinking can be pushed to a higher level and a deeper step.

Step 2 avoid being single

Some teachers are afraid of the silence of classroom questioning and delay the classroom time. They always ask questions to a few students in one direction, hoping that the classroom questioning will go smoothly. Don't you know that if you do this, a few are hot and most are cold. In the long run, most students find out the secret and think that asking questions has nothing to do with them, and their enthusiasm is frustrated and their initiative is indifferent, which artificially causes polarization. Classroom questioning should be oriented to all students, and the content should be gradient and hierarchical; The candidates should vary from person to person. Leading questions, ask top students more; Exercise questions, take care of middle school students; Encourage questions and interspersed with poor students. In short, classroom questioning should make everyone gain something, make everyone take the initiative to make progress, and make the classroom a place for students to display their talents and compete with each other.

Step 3 avoid blindness

We should be fully prepared to ask questions in class, from form to content, from time to candidates, from listening to feedback to commenting. Don't ask questions casually, just take the class as a formality. Strictly speaking, asking questions is an art as well as a skill. When to ask questions? (asked when "the heart is trying to get through" and "the mouth is not enough"); How to ask questions? (Ask questions, ask questions, ask questions alternately); Ask who? (excellent, medium and poor); How to guide students to look back when their answers are wrong or too far from the point, and so on. , all need careful planning and serious consideration. In particular, questions in class should be targeted, and never ask questions at will and rush into battle.

In short, middle school mathematics classroom questioning is a profound art, and every teacher must carefully design, listen patiently and evaluate correctly, so as to truly implement the innovative spirit of "teacher-oriented, student-oriented" pointed out by modern education, closely combine students' learning with teachers' teaching, and give full play to students' main role and teachers' leading role.