Learning to learn, to learn well, you must be able to ask. Teaching questioning is very important in mathematics classroom teaching. Teachers can raise a good question in class, which can improve teaching efficiency and get twice the result with half the effort in teaching. How to design teaching problems in mathematics classroom teaching, after years of teaching practice, should pay attention to the following aspects.

First, classroom questions should be aimed at the key and difficult points of knowledge points.

The problem of classroom teaching design must be aimed at the key and difficult points of this class. Be sure to ask what you should ask, don't ask too many questions, and be "precise".

For example, after teaching a class, let students measure the circumference of a real circle first. In order to highlight the key and difficult point of "establishing the concept of pi and mastering the calculation method of pi", two questions can be put forward for students to think and discuss. "What is the relationship between the circumference and diameter of a (1) circle?" After discussing this problem and establishing the concept of pi, the second question "(2) What is the relationship between the circumference, diameter and pi of a circle?" When the students discuss this problem and come to the conclusion that "circumference ÷ diameter = pi", then "circumference = pi × diameter" can be easily obtained. Through the above-mentioned questions and guidance for key points and difficulties, students can master new knowledge in continuous discussion and inquiry, and their understanding of knowledge is deeper and more solid.

Second, the difficulty of asking questions in class should be moderate.

When you ask questions in math class, you must know the students' recent development fields. The design topic should conform to the students' cognitive rules and knowledge level, and the difficulty of the topic should be moderate. It is estimated that most students can answer it, so that students can "reach out and jump up to pick peaches" and have a sense of accomplishment. Otherwise, questions will be thrown out and no one can answer them. I'm afraid I can't take this course.

For example, when teaching a calculation method of dividing a number by a fraction, some teachers do not start from life examples, step by step, from shallow to deep, and gradually guide students to understand through examples. Finally, they concluded that the calculation method of dividing a number by a fraction is "a number divided by a fraction is equal to the reciprocal of this number multiplied by a fraction", but they threw out "why is a number divided by a fraction equal to the reciprocal of this number multiplied by a fraction?" Let the students discuss it. I don't think students can discuss any results without touching examples. It can be said that such a question is a bit difficult to ask and of little value.

Third, classroom questioning should adhere to the enlightening principle.

It is particularly important to oppose injection and spoon-feeding, adhere to the inspiration and guidance in mathematics class, and ask questions in class. Teachers' questions can ignite students' thinking sparks and point out the direction of thinking.

For example, when teaching trapezoidal area, individual teachers always keep explaining it, and finally ask a conclusive question, "Through the demonstration just now, we know that trapezoidal area is equal to the sum of the upper bottom and the lower bottom plus the height divided by 2, right?" This kind of question, in which the teacher tells the answer first and then lets the students be sure, is far from thinking, let alone exploring. Teachers should guide students to explore and think about three questions: "(1) Just now, we put two identical trapezoids together to form a parallelogram. What is the relationship between the top, bottom and height of a trapezoid and the bottom and height of this parallelogram? " "(2) What is the relationship between the area of trapezoid and the area of parallelogram?" "(3) Think about it, how to find the area of trapezoid?" These problems are step by step, interlocking, from shallow to deep, students' thinking is active, and gradually transition from image thinking to abstract thinking, so as to better understand the calculation formula of trapezoidal area, avoid students from mechanically memorizing formulas, and achieve teaching goals better and more scientifically.

Fourth, the language of classroom questioning should be artistic, preferably interesting.

Teachers must understand the psychological characteristics of primary school students. Teachers should carefully design questions according to the psychological characteristics of primary school students, integrate knowledge, interest and artistry, mobilize the enthusiasm of students' thinking to the maximum extent, arouse the sparks of students' thinking, and let students feel that teachers are sincerely looking forward to their answers. For example, when teaching a variety of methods to solve application problems, the teacher asked, "How to solve other methods?" It will make students feel that it is an order. If the teacher can pay attention to the artistry of mathematics language, ask, "Please think about it, or discuss it gently at the same table.". Is there any other solution? " Students will feel kind, so they will be more confident, think more actively and have a much better teaching effect.