However, due to many reasons, the role of questioning in the current primary school mathematics classroom teaching is far from enough, and the problem of poor effectiveness of questioning is quite prominent. Asking questions casually, lacking pertinence and inspiration; Closed questioning can't promote the pertinence and perfection of students' thinking; Problem separation, lack of experience in designing problems from the perspective of children; Asking questions is one-way. Asking questions is only a teacher's patent, and children are only in a passive state, leaving no room for children to think and ask questions effectively. The integration and flexibility of the problem are not fully considered. In a word, there is a problem of inefficiency in mathematics classroom teaching, which restricts the improvement of mathematics classroom teaching efficiency to some extent. I have some superficial experience in teaching how to optimize teachers' classroom questioning and inspire students' thinking.
First, ask questions about students' interests.
The intrinsic motivation of students' learning is learning interest, so if teachers can stimulate students' learning motivation and interest by asking questions, they will have the motivation to learn, which is the key to inspire teaching. Therefore, teachers must start from the teaching materials and students' curious and competitive psychological characteristics, and put forward questions that are both informative and can guide students to think deeply. So as to stimulate students' interest in learning and their positive thinking. For example, when teaching "the understanding of circle", you can ask "What shape are the bicycle wheels you have seen" and "Are there any square or triangular wheels? Why? " "How about the oval one?" With the raising of these novel questions, students' thinking state is positive and exciting. After thinking and discussion, students' thinking gradually approaches the essence of circle, and teachers naturally lead to the definition of circle. Another example: after learning the characteristics of numbers divisible by 2 and 5, when learning the characteristics of numbers divisible by 3, and when reviewing the introduction, students have found that it is impossible to see whether a number can be divisible by 3 just by looking at the number of digits, because all digits from 0 to 9 may be divisible by 3, and then I set a suspense for students to choose a number at will, and the teacher can see whether it can be divisible by 3 at once, no matter how many digits it is. So the students count, I answer, and then verify. At this time, the students are very curious. At this time, I asked in time: "Do you want to learn the skills of teachers? What are the characteristics of numbers divisible by 3? " So the enthusiasm of the whole class was fully mobilized, and the students studied solidly and actively.
Second, ask questions about the internal connection of knowledge.
Mathematics is a highly systematic subject, and knowledge is closely related. Old knowledge is the foundation of new knowledge, and new knowledge is the extension and development of old knowledge. When teaching new knowledge, paying attention to asking questions on the internal relationship of knowledge will help students to establish and deepen their understanding of new concepts. For example, in the teaching of addition and subtraction of different denominator fractions, in order to let students thoroughly understand the principle of division before addition and subtraction, the following questions can be drawn up: Why should integer addition and subtraction be aligned with the same number? Why do decimal addition and subtraction need decimal point alignment? Add and subtract with denominator fraction, why can molecules be added and subtracted directly? Addition and subtraction of fractions with different denominators, why can't the numerator be added and subtracted directly? This kind of questioning communicates the internal relationship between old and new knowledge, and brings the new knowledge into the original knowledge system. Under the guidance of teachers, students sum up the calculation rules themselves.
Third, ask questions where students have difficulties.
Classroom questioning needs to ask students where they have difficulties. Only when there is doubt can there be debate, and only when there is debate can there be a clear distinction between right and wrong, and students' interest in exploring knowledge and truth can be stimulated. Especially after the guidance of teachers and the communication between students, the problems will be solved, and there will be a feeling of "opening the hole" and "being suddenly enlightened". It not only meets students' psychological and spiritual needs, but also enhances students' self-confidence in learning. Therefore, teachers should study the textbooks carefully before class and grasp the key points, especially the difficulties. For the difficulties of teaching materials, teachers should seriously think about what kind of problems and design several problems in order to better help students break through the difficulties. For example, when comparing prime numbers with odd numbers, composite numbers with even numbers, and prime numbers with prime numbers, I ask the following questions: ① Prime numbers are odd numbers, and composite numbers are even numbers, right? Why? 2. Two numbers that are prime numbers must be prime numbers, right? Why? Inspire students to distinguish between concepts, so as to understand the connection and strict difference between these knowledge.
4. Ask questions where you have learning difficulties.
When there are blind spots, unclear concepts or obstacles in students' learning, teachers should guide and guide them with questions in time. For example, when teaching "prime numbers and composite numbers", first ask: If a number is classified according to the divisor it contains, how can the ten natural numbers 1- 10 be classified? Students divide it into several categories, including one divisor, two divisors and so on. Then ask: if you classify by divisor, how should natural numbers be classified? What are the characteristics of the divisors contained in 2, 3, 5, 7 (1 and itself) when the students are "trying to understand but unable to speak"? 4, 6, 8, 9, 10 contains the divisor compared with the first four numbers. What is the difference? The students suddenly realized. Finally, what are the definitions of prime numbers and composite numbers? What are the three types of natural numbers? By asking questions at obstacles, students not only master the method of classifying things, but also improve their thinking ability and realize the optimization of classroom teaching.
Fifth, ask questions when students are satisfied with their autonomous learning.
Whenever the teaching task of a class is about to be completed or has been completed, students will pause their thinking activities. At this time, teachers need to ask some expanding questions to inspire students, knowledge is endless, and continuous exploration and research are needed to make students develop better in a vast space. For example, at the end of the lesson "Multiples and Factors", students are very satisfied with themselves. At this time, the teacher can ask inquiry questions: after class, students can use what they have learned today to explore the benefits of "1 hour equals 60 points" on the issue of multiples and factors. This ever-expanding problem urges students to sort out what they have just learned and communicate the relationship between knowledge. Through exploration, let the students understand that because the factor of 60 is the most in two digits, it can be easily calculated, which not only expands the students' knowledge, but also makes them realize the application value of mathematical knowledge.
In a word, questioning in class is an art as well as a knowledge. We teachers should learn to ask questions well and skillfully, so as to induce students' "internal drive". Only by giving full play to the teaching function of questioning and making classroom questioning more flexible and effective can we finally promote the development of students' thinking and improve the quality of teaching, make the classroom truly a paradise for students to learn, and make classroom teaching more effective.