Effective questioning strategies in primary school mathematics classroom 1. Interest? Ask questions for the cornerstone
In classroom teaching, if teachers ask questions just for the sake of asking questions, it will not only make students feel affected, but also make them feel bored. Therefore, in order to make questioning play a unique role in classroom teaching, teachers should try their best to change their questioning strategies in order to? Interest? Taking questioning as the cornerstone, stimulating students' enthusiasm for learning, let? Ask questions? A stone stirs up a thousand waves.
For example, when teaching the area of a circle, the second volume of the fifth grade mathematics of Jiangsu Education Press, at first, the author changed the appreciation guide used by most teachers in the past. At first, the author asked the students to watch an cartoon in which two sheep brothers argued about how much grass to eat (the biggest sheep was on a square grass and the second sheep was on a round grass), and then threw:? Why did they quarrel? Is there any way to help them? Two seemingly unrelated problems have aroused students' desire to learn. Many students think that the area of a square and a circle should be larger than that of who eats grass. The study of circular area is a new knowledge to be learned in this class. Driven by curiosity, students' learning has become a heartfelt need. In the following research, the author mainly focuses on? Question? For wires:? What is the area of a circle? What determines the size of a circle? Finding the area of a circle can be converted into finding the area of what. After a series of questions, the students explored with great interest and finally got the formula of the area of the circle. This kind of teaching combines the age characteristics of students, refines the new questions to be learned, and constructs questions on the basis of students' interests, so that students will not feel empty, boring and thoughtless.
Second, want? Enlighten? Ask questions about motivation
Okay？ Ask questions? It can stimulate students' desire to learn and develop their thinking. Therefore, in mathematics classroom teaching, teachers' questions should be to the point and let the questions play a vital role. In the teaching of the new curriculum, teachers should not ask questions directly, but should start from students' knowledge structure and use heuristic questions according to students' existing knowledge level to point the questions to the junction of old and new knowledge. Through teachers' questions and students' thinking, new knowledge will continue to grow. At the same time, in classroom teaching, teachers should identify the key and difficult points of a class. Putting forward heuristic questions in students' understanding difficulties not only inspires students' thinking and opens their hearts, but also weakens the difficulties and refines the key points, making classroom teaching smooth and incomparable.
For example, when teaching the first volume of fourth grade mathematics in Jiangsu Education Press, the author first asked students to point a point on the homework paper, and then asked them to draw two rays from this point and ask questions. What kind of number is this? Through thinking and discussion, the students finally realized that this figure is not only an angle, but also the size of the angle has nothing to do with the length of the side and so on. A teacher's heuristic question stimulates students' motivation to explore and virtually dilutes the difficulties in learning.
Third, use? Do you understand? Ask questions for purpose.
The ultimate goal of classroom teaching questioning is to ask students to answer teachers' questions through thinking, understand what they have learned, and gradually internalize what they have learned and apply it to real life. Clever questioning can not only activate students' thinking and mobilize their brains, but also induce students to think further and go deep into the center of the problem to solve it, so as to truly understand what they have learned. Therefore, when teachers ask questions in class, they should not ask questions casually, aimlessly or without any process. For example, when teaching the Understanding of Multiplication, the first volume of second-grade mathematics in Jiangsu Education Press, the author first asked the students to put two 3 sticks. After observing the number of sticks, the author asked the students: What should I do if I want to play 100? Ask for their roots. Do you want to add them? Only students shook their heads. ? Is there any other way? Under the pressure of the problem, the students found several rules that can be multiplied by several times after adding up through discussion, and the learning of multiplication was broken.
Questioning in class is not only a teaching strategy, but also an art? To become a wonderful part of mathematics classroom teaching, mathematics teachers need to pay attention to the ways and means of asking questions, make them full of aura, use questions to open students' wisdom and exercise students' ability.
Strategies of asking questions in primary school mathematics classroom 1 Ask questions with clear goals.
The design of classroom questioning should serve the teaching objectives. The overall teaching goal of a class must focus on the teaching goal, choose appropriate questioning methods, optimize questioning ideas and processes, and ask questions skills.
For example, the first volume of mathematics in the fourth grade-wide-angle example 2 of mathematics, with? Have guests at home? Take this material as the background: let students experience the idea of logistics, that is, overall arrangement. With comprehensive and concrete ideas, we can reasonably choose and solve problems quickly, and then achieve this teaching goal. The teaching material gives the various processes to be done when making tea and the time required for each thing under the scene diagram, and then presents the scene of students' heated discussion. How can guests get tea as soon as possible? Therefore, the teacher designs the following questions for students to think, explore, design and discuss. (given in the textbook: boiling water-8 minutes; Washing kettle-1 min; Wash the teacup-2 minutes; Water connection-1 min; Looking for tea-1 min; Make tea-1 min. As we all know, you must wash the kettle first, and then pick up the water. What do you do first? What else can I do at the same time? ② What can I do when the water is boiling? (such as washing tea cups and looking for tea). What would you do if you were Xiao Ming? How long will it take? Discuss with your classmates and see whose plan is more reasonable. By asking questions in class, let students think, cooperate, explore and discover with questions. Finally, let the students compare their own design scheme and whether the use time is reasonable. Teachers guide students to choose the best scheme from each group and individual design to show to the whole class. Designing the above questions in this way can stimulate students' interest in inquiry in time and effectively, improve students' ability to solve problems in real life reasonably and quickly, and cultivate students' mathematical ability, so as to cultivate the teaching goal of using time reasonably, overcoming blindness and developing good behavior habits no matter what you do.
2. Classroom questioning should clarify the textbook arrangement system.
Namely: clear knowledge and skills; Process and method; The inner connection of emotion, attitude and values, pay attention to strict logic and systematic knowledge when asking questions in class. Proceed from reality, grasp the difficulties and difficulties of new textbooks, rationally use and supplement some resources, and put forward new ideas, new knowledge and new methods bred in the new curriculum standards. Asking questions not only involves new ideas, new knowledge and new methods, but also further expands the original ideas, knowledge and methods. Therefore, classroom questioning should be good at clarifying the internal relationship between knowledge. According to the teaching purpose, teaching requirements and the capacity of teaching content, the teaching content of this chapter, this unit, this book, the whole grade and even the whole system should be organically linked, so that it can organically penetrate into classroom questioning of education and teaching, and the problem originates from life and returns to life.
Another example is the standard experimental textbook of compulsory education curriculum published by People's Education Press, which is in the fourth grade mathematics textbook. Parallel and vertical? In the whole teaching process, it is not difficult to find that both straight lines and angles are learning? Parallel and vertical? At the same time? Parallel and vertical? It is also the basis for understanding parallelogram and trapezoid in the future. Through intense discussion and cooperation, we think we can ask the following questions: ① What is a straight line? How to draw a straight line? ② What is an angle? How to draw a corner? Ask the students to operate and ask questions: ① Can you draw one group (two groups) or several groups on a piece of paper? Never met? Straight line? (2) accidentally, two lines intersect, can you draw two straight lines that intersect at right angles? This is actually a special positional relationship of intersection. After the students understand the definition, they ask: Vertical? With what? Parallel? Are they two so-called independent concepts?
According to the students' reality, some other related questioning methods can be involved, which will lay the foundation for learning parallelogram and trapezoid in the future. In this way, the special positional relationship between two straight lines in the same plane is clarified: in the same plane, parallel? Are two straight lines that never intersect. Vertical? Two straight lines intersect at right angles.
3 Classroom questioning should be open and exploratory.
Open classroom questioning can effectively promote students' psychological state of actively exploring knowledge and stimulate their thirst for knowledge. The more eager students are, the more active they will be in the process of exploring knowledge. At the same time, it can also arouse the intentional attention of all students and stimulate strong interest in inquiry. For another example, think about it. How big is 1 billion? This question can be designed as an inquiry question: ① How big is the imagination space of1100 million? (Comprehensive question) Let the students guess the figure of 65.438+0 billion boldly on the basis of existing knowledge; ② Then, ask the second question: ①? 1 billion? How high is a pile of math practice papers? (Application problem) ② Can you directly measure how high it is? What do we do (analysis, comprehensive questions)? Some groups struggle and make bold guesses; In some group discussions, we should think about it. By measuring a small stack of 65.438+billion math exercise books (that is, dividing 65.438+billion math exercise books into many equivalent stacks, we can measure the thickness of 65.438+0000 newspapers and 65.438+00000 math exercise books, and then calculate the stacking height of 65.438+billion math exercise books. Wow! It's amazing! Many students are eye-opening, which can arouse students' interest in inquiry and verify their strong desire for knowledge. This kind of open and exploratory classroom questioning not only does not limit students' thinking and imagination, but also stimulates students' desire to explore. It can be said that a stone stirs up a thousand waves. As Einstein said:? Putting forward a problem is often more important than solving a problem, and putting forward new problems, new possibilities and looking at old problems from a new perspective all require creative imagination. ?
In short, classroom questioning is both a science and an art, and its importance is self-evident, which requires teachers to constantly sum up and improve according to their own actual environment. Under the guidance of the new curriculum standards, classroom teaching questioning is one of the key points to adapt to and serve the new curriculum standards. It is the bounden duty and responsibility of every educator to ask teachers to constantly improve their professional level, deeply understand and comprehensively grasp the overall students' psychology of seeking knowledge, and design, explore and dig better and more creative classroom questions from the students' point of view.