How do primary school math teachers ask questions? 1. Carefully designed and clearly pointed.
When preparing lessons, teachers should have a clear purpose: to ask questions based on the classroom organization, to ask questions with a thorough understanding of the learning situation, to ask questions with a guiding learning method, or to ask questions with enlightening knowledge understanding. For example, when teaching the area calculation formula of trapezoid, the questions designed by the two teachers are as follows:
1. What kind of figure can two identical trapeziums spell? 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 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?
2. Two identical trapezoids can be combined into a parallelogram. Look carefully at the height and bottom of the parallelogram. What do you find? What is the relationship between the area of parallelogram and the area of original trapezoid? How to find the trapezoidal area?
In contrast, the latter contains a large thinking capacity, which highlights the key points of the relationship between parallelogram and trapezoid, and achieves the effect that teachers ask questions accurately and students think deeply.
Second, the difficulty is moderate and the topic is shallow.
When asking questions in class, teachers should first delve into the teaching materials, and then find a breakthrough point for students' actual cognitive level and thinking ability, and ask questions with difficulty and moderation. Neither can the students fail to answer, nor can they simply answer. what's up Or? No? To make friends with students? Jump and reach out? It can not only make students get it, but also can not be taken lightly, so as to effectively stimulate students' thinking.
Teaching? Plus 10 or less? At that time, a teacher handled the theme map like this: (multimedia demonstration courseware, a child is feeding five chickens) The teacher asked:? How many chickens were born in the yard? There are five. ? The teacher continued to demonstrate the courseware while asking the students. You see several classmates coming, and answer them together. Two came running. ? The teacher continued to ask:? You see, there are several more students coming, and they loudly answer: 1 coming. ? At this point, the teacher asked another question:? To calculate the number of chickens in a * * *, the students quickly listed the formula 5+2+ 1, and the teacher also brought the students into the teaching of calculation methods.
From the above fragments, we can easily find that the questions raised by teachers are superficial, and students have no substantive thinking, which leads to the reduction of the effectiveness and lack of depth of classroom questions.
In the same clip, another teacher designed it like this: first play the courseware and guide the students: What did you see on the screen just now? Let the students collect information by themselves. Then ask the students:? Can you put forward a math problem and calculate it in parallel according to the information you have observed, so as to guide students' thinking to develop in depth? I think this kind of questioning, for students, this kind of activity helps the original cognitive structure to assimilate and perfect the new knowledge, and finally makes students understand? The nearest development zone? Rise to? Known area? , effectively improving the classroom efficiency.
Third, stimulate brightness and activate thinking.
Creating light is to ask questions, pay attention to emotional color, create fresh situations that can stimulate students' desire for knowledge, make students' original knowledge and experience conflict with the new information they accept, and create psychological imbalance, thus generating students' creative thinking sparks. Everyone has curiosity, and strong curiosity will enhance people's sensitivity to external information and stimulate thinking.
Fourth, step by step, step by step.
Inspiration is the soul of classroom questioning, which is not only reflected in the setting of questions, but also in the guidance of students, and should be suitable for students' psychological characteristics and thinking characteristics. The problem of design should not be empty, but gradual.
Like teaching? Divide a number by a fraction? One of the difficulties in this lesson is how many kilometers 1 hour needs to travel. First, find out how many kilometers 1/5 hours need to travel, and then multiply it by 5. In order to break through this difficulty, the teacher designed such a set of questions:
A (showing a piece of paper with a length of 15cm) Do you have any way to know the length of this paper? (Student: Measure with a ruler)
B (The teacher shows a piece of paper that is longer than the ruler) Now can you measure the length of this paper at once with the ruler in your hand?
Inspired by the teacher, the students think that this note can be folded three or four times. First, measure 1/3 or 1/4 of this note, and then multiply it by 3 or 4 to find out the full length of this note.
In this way, teachers deepen their doubts about knowledge, step by step and fascinating, which not only enlightens students' intelligence, but also helps students find the key to solving problems.
V. Effective evaluation of all people
Questioning is the exchange of information between all students and teachers. Questions should be directed at all students and should not appear? Forgotten corner? Let all students feel the teacher's concern and expectation, thus creating an active collective thinking atmosphere, and then promoting each student to think more subjectively and actively. Choose the right questioner, so that students of different levels have the opportunity to answer questions and the joy of success. For example, ask top students some difficult questions, such as comprehensible, divergent and comprehensive questions, and encourage them to learn; Middle school students use general questions to help them master and consolidate their knowledge, improve their interest in learning and cultivate good thinking and feelings; Underachievers should ask some simple, simple, judgmental, narrative and intuitive questions, and try to create conditions to inspire them to think, so that they can have the passion to think in success.
Teachers should listen carefully and evaluate students' answers in time, otherwise it will not only affect the effect of asking questions, but also hurt students' self-esteem and dampen their enthusiasm for answering questions by ignoring students' answers. When evaluating, students should fully affirm the correct answer; If the answer is wrong, it should be corrected in time; If the answer is not well expressed, give an argument; Innovative answers should be repeated appropriately and praised.