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 teachers should pay attention to the following problems in teaching to improve the effectiveness of asking questions in primary school mathematics classroom:
First, we should accurately grasp the opportunity to ask questions 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 let other students "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 precision, 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 appropriate and moderate.
Teachers should fully consider the actual situation of students when designing problems. The questions should not be too difficult or too easy. Try to design questions that make students "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 were inspired and asked, "Who else has more cars than who?" "Who is less than who?" Waiting for a long list of questions. Obviously, the students' answers are not what the teacher expected, but the fundamental problem is that the teacher's questions are not accurate enough.
3. Pay attention to the "quantity" of the problem, and be precise and skillful.
In experiments, we often see teachers' questions firing at students like a barrage, and the number of questions is numerous and scattered. Although some questions are well designed, students are too dense and frequent to calm down and do in-depth thinking and communication, and the effect is certainly not good. This requires teachers to grasp the key points (key points and difficulties) and essence of mathematical knowledge according to the characteristics of teaching content, and use inductive and comprehensive methods to design problems with large capacity and accurate positioning as much as possible to avoid being too cumbersome, straightforward and intensive, so as to improve the density and effectiveness of students' thinking and achieve the purpose of "thinking with questions".
For example, when teaching the area calculation formula of trapezoid, the questions designed by the two teachers are as follows:
Teacher A: Can two identical trapezoids form a parallelogram? What is the relationship between the high base of parallelogram and the high base of original trapezoid? What is the relationship between the area of parallelogram and the area of original trapezoid? How to find the trapezoidal area?
Teacher B: What kind of figure can two identical trapezoids make up? Is the height of the parallelogram equal to the height of the original trapezoid? Is the sum of the base of the parallelogram and the top and bottom of the original trapezoid equal? How many times is the area of parallelogram equal to the area of the original trapezoid? How to calculate the area of parallelogram? How to calculate the trapezoidal area? Why is the trapezoidal area the sum of the upper bottom and the lower bottom multiplied by the height and divided by 2?
In contrast, the former problem contains a large thinking capacity, highlighting the key and difficult point of "the relationship and connection between the parts of parallelogram and trapezoid". It has a certain level and logic, and achieves the effect that teachers ask questions accurately and skillfully and students think deeply and accurately. The latter's problem design is messy, trivial, too straightforward, without much thinking value and lack of depth and breadth of thinking, which is not conducive to students' analysis, reasoning, generalization and summary of problems by using existing knowledge and experience.
Third, we should properly handle the relationship between "preset problems" and "generated problems"
In classroom teaching activities, teachers' "preset questions" and "generated questions" in the teaching process have positive effects on students' development. The design of "preset questions" should not only consider the leading role of teaching activities, but also consider whether it can stimulate students' positive thinking, so as to promote the effective generation of the classroom; At the same time, we should also pay attention to the fact that "preset questions" will induce the emergence of "generating new questions", which will be difficult to predict because of learners' characteristics, ways of thinking and individual differences; In view of the rich, changeable and complex "generating problems" in the classroom, teachers should first not stick to the pre-class presupposition, but should flexibly adjust, integrate or even give up the preset problems, generate new problem schemes with wit, wait for the opportunity and improvise. This requires teachers to fully consider the new problems that students may have when designing problems, and make more presuppositions; Only in this way can classroom teaching be more exciting, which is not only the embodiment of teachers' teaching experience, but also the embodiment of teachers' teaching wit.
It can be seen that the "presupposition problem" and "generation problem" in the classroom are not two completely separated parts, but a contradictory unity that influences, inspires and complements each other. We should correctly understand the different functions of "preset questions" and "generated questions", properly handle the relationship between them, be good at grasping the new questions generated in class, inspire and guide students to do in-depth thinking and communication, realize the positive role of "generated questions" in deepening knowledge understanding, and truly give full play to the effectiveness of classroom questions.
Classroom questioning is both a science and an art, and the classroom environment changes at any time, which makes the actual classroom questioning show more uniqueness and flexibility. Only by correctly understanding the value and function of classroom questioning, seriously thinking, analyzing, researching and learning, striving to optimize classroom questioning, carefully designing and skillfully using classroom questioning can we give full play to the flexibility and effectiveness of classroom questioning, "ask" students' thinking, "ask" students' passion and "ask" students' creativity.