Methods of asking questions by primary school math teachers 1. The Significance of Questioning in Primary School Classroom
In primary school mathematics teaching, questioning plays a connecting role in mathematics classroom, and it is a process of communication, understanding and innovation between teachers and students. Whether teachers can properly use classroom questions is related to whether they can stimulate students' interest in learning; It is related to whether students' thinking is trained and whether their mathematical ability is effectively cultivated; Whether the information related to teaching is given timely feedback.
1. Asking questions can enhance communication and stimulate students' interest in learning.
In the process of asking questions, on the one hand, teachers can know students' understanding and mastery of knowledge in time, on the other hand, appropriate questions can inspire and guide students to actively analyze and think about the important and difficult points of knowledge. Teachers design a good question according to students' recent development view, such as building a bridge between teachers and students, enhancing students' interest in learning mathematics, and allowing students to study in a pleasant environment.
2. Asking questions can lead to thinking and train thinking.
The famous educator put special emphasis on studying hard and asking more questions. He believes that the starting point of inventing tens of millions is to ask, animals are not as good as people, and they will not ask when they are old. ? In class, teachers should ask some practical questions with clear meaning to arouse students' thinking. It is helpful to improve students' learning efficiency and break through the difficulties in teaching.
When students have problems that they can't understand, they will have cognitive contradictions, which will prompt them to think and explore. So as to cultivate students' flexibility, uniqueness and innovative consciousness. At the same time, guide students to solve problems and conduct in-depth exploration, thus expanding students' horizons, inducing students to divergent thinking, enhancing students' adaptability and cultivating the breadth and depth of thinking.
3. Feedback information in time when asking questions to enhance students' intentional attention.
In the process of classroom interaction between teachers and students, it is very important to get timely information feedback to ensure the teaching quality.
Asking questions is more accurate, specific and timely than other forms of language feedback. Teachers can understand students' understanding and mastery of knowledge in class according to classroom questions, and adjust teaching level and change teaching strategies in time according to students' differences in what they have learned, so that students can participate in teaching activities more actively. Targeted teaching activities can improve students' attention, enhance their awareness of autonomous learning, encourage students to question questions, cultivate their courage and motivation to question questions, and cultivate their innovative consciousness and spirit. So as to obtain good teaching effect.
Second, the primary school mathematics classroom questioning strategies
1, the object of class questions should be clear.
Nowadays, many teachers ignore the importance of asking questions in class, and often focus on a few top students in order to enliven the classroom atmosphere and get perfect answers, or leave my difficulties and deep-seated problems to the top students to solve in order not to distract the attention of the underachievers and attract their attention. This method often fails to highlight the key points, and it is difficult to enliven the classroom, give play to students' subjective initiative and improve the enthusiasm of underachievers.
Therefore, teachers should ask as many questions as possible in class to meet the learning and psychological needs of students at different levels. The difficulty of the problem should be based on the characteristics of primary school students' mathematical thinking development and psychological development, close to students? The nearest development zone? Asking questions can effectively stimulate students' interest in learning, inspire students to think positively and explore ways to solve problems. Can the questions asked make the students? Jump up and pick peaches? .
2. Pay attention to asking questions in class.
The difficulty of the problem determines the enthusiasm of students to solve the problem. Therefore, teachers should grasp the characteristics of students' psychological development and thinking development, and carefully design questions according to the teaching objectives and difficulties. The difficulty of substantive questions is within the students' knowledge level. The question is too simple, there is no room for students to think, and students will not answer it like an exam. The difficulty of the question is too great, which exceeds the level of students' knowledge and ability, and will make students unable to answer it. After a long time, students will give up thinking directly when they see problems. If the questions are difficult, students can think and answer independently.
For example, the teacher is explaining? General? At that time, the following data were listed: the average score of mathematics in our class in the midterm exam last semester was 85, and the average score of mathematics in the final exam was 89. Then ask the question:? The average score of mathematics in our class was 85 in the mid-term exam last semester. Is every student's math score 85? Guide students to think about the meaning of the average, and then explain the specific meaning of the average, so that students have a correct understanding of the knowledge of the average. Teachers closely focus on teaching difficulties, let students participate in classroom activities, think positively, dare to explore and master the difficulties of this lesson.
3. Accurately grasp the opportunity to ask questions
The effect of teachers' questioning is related to the timing of questioning. Asking questions in time when teaching the key and essence of knowledge can guide and inspire students to correctly grasp the essence of what they have learned, make students quickly enter the learning situation, and urge students to actively think about problems, successfully master what they have learned and form skills.
. Teachers ask questions at the junction of old and new knowledge, which can inspire students to use the transfer law to communicate the connection between old and new knowledge; Ask questions in the teaching focus, and put forward appropriate and enlightening questions according to the teaching focus and students' knowledge level and learning ability; Asking questions in teaching difficulties and designing guiding questions have achieved the purpose of understanding knowledge; You can also ask and design exploratory questions in the derivation and essence of the law, so that students can draw a conclusion through observation and hands-on practice, and the knowledge that students think independently can achieve the purpose of deepening students' understanding of what they have learned.
In a word, questioning in class is both a discipline and an art. In our actual operation, we should pay attention to both science and artistry. In the process of teaching, teachers should be good at grasping the subtleties of the main contents in the textbook and asking questions according to the important and difficult knowledge in the textbook, thus causing thinking and exploration. In teaching, teachers are the guidance and students are the masters of learning, which can stimulate students' interest and motivation in learning, guide students to participate in the whole learning process, give full play to their main role, make the classroom learning atmosphere active, and thus improve their academic performance.