1. Guided by the basic idea of the new curriculum reform, this topic takes the problems existing in the current classroom teaching as the breakthrough point, and explores the teaching mode which takes classroom teaching as the main channel and embodies the spirit of quality education. Questioning in class is the most direct bilateral activity between teachers and students, the most commonly used teaching method and the basis of successful teaching. Accurate and appropriate classroom questioning can stimulate students' interest in learning, thus improving classroom teaching efficiency. However, in our classroom teaching, the role of questioning is far from enough. Some teachers' questions can't get the cooperation of students, and students either answer irrelevant questions or answer irrelevant questions, which leads to the silence of classroom teaching and fails to achieve the expected results. If too many questions keep students busy, they have no time to think deeply; Pay attention to the conclusion instead of the process, ask questions in a formal way, and replace the thinking of the whole class with eugenics thinking; Ignoring the careful design and organization of questions, teachers ask questions casually, which leads to the situation that "there are questions that are difficult to send" in class; Ignoring the creation of problem situations, lacking the stimulation of doubt and cognitive conflict, replacing students' in-depth thinking activities with simple collective reactions, forming students' false and lively thinking and weakening teachers' teaching role; The skills of asking questions have not been mastered, which has changed the teaching methods of teachers and the learning methods of students. It is of great practical significance and strong maneuverability to construct a teaching model that conforms to the new curriculum, improve teaching efficiency and learning quality, and choose topics that conform to the current situation of education and teaching reform.
Second, the whole research process is well-organized, effective in measures, complete in information, standardized in research, scientific in research methods and rich in materials, and has achieved the expected research results.
Third, the research results are remarkable.
(1). From the psychological point of view, this paper analyzes the wrong ideas and their causes in teachers' classroom questioning, clarifies teachers' teaching ideas and changes teachers' classroom questioning behavior.
(2) Based on the classroom, this paper studies the general operation mode of creating the situation of primary school mathematics problems from three aspects: teachers' behavior, students' behavior and teachers and students' * * * companions, summarizes the types and ways of asking questions in primary school mathematics classroom, and constructs a set of strategies for creating the situation of primary school mathematics problems.
(3) We provide a platform for students to ask questions, and cultivate students' questioning ability from three aspects. First, provide "life" materials to activate students' awareness of mathematical problems. Second, enhance students' ability to ask questions and raise their awareness of mathematical problems. Third, cultivate students' mathematical metacognition and develop students' problem consciousness.
(4) Summarize the methods, skills and strategies of primary school math teachers' questioning from the types, characteristics, processes and requirements of primary school math classroom questioning.
This study urges us to keep thinking and gradually establish new concepts such as classroom teaching, teachers and students, activities and evaluation. Improve teachers' quality and cultivate their educational and scientific research ability; It will promote the classroom reform of our school, make the classroom of experimental class a paradise for cultivating students' innovative spirit, and train a group of advanced teachers for classroom teaching reform. Promote a new round of curriculum reform.