Ways and means to improve questioning skills in math class: \x0d\ 1. Carefully designed questions \x0d\ The so-called "one minute on stage, ten years off stage." Teachers need to do a lot of preparatory work before class, and the most important thing is to prepare lessons. In order to have a good class, teachers must be good guides. How can a teacher be a good tour guide? It is important to question the design. Teachers should pay attention to \x0d\ 1 when designing problems. These questions should be purposeful. \x0d\ The content of classroom questions should be closely related to the teaching materials, focusing on the teaching objectives and difficulties. Asking questions should serve the content of classroom teaching, and each question should help to inspire students' thinking, help students understand new knowledge and review old knowledge, and help them achieve classroom teaching goals. Before designing questions, teachers should not only consider what kind of questions to ask, but also why and what is the purpose, so that each question can become an integral part of completing teaching tasks and serve teaching purposes. \x0d\2。 The content of the question should be enlightening. \x0d\ Inspiration is the soul of classroom questioning, and questions without inspiration are lame. Therefore, the questions designed by teachers should be able to activate students' thinking and guide them to explore and discover. Asking questions should guide students to explore in the "kingdom" of thinking, so as to get strong training in thinking. We should take the contradiction between the knowledge points in the textbook and the existing knowledge and experience as the breakthrough point of problem design, so that students can not only understand what it is, but also find out the reasons. At the same time, we should properly design some problems with diverse thinking directions, ways and results, strengthen students' thinking training and cultivate students' creative thinking ability. For example, the teaching application topic: "Dafeng Grain Store brought in 40 tons of rice, and the ton of flour was three times that of rice. How many tons of rice and flour are brought in? " Teachers can ask enlightening questions: how many tons of flour and rice are needed, and what conditions are needed? What is the key to solving the problem? Through these orderly enlightenments, students are guided to master the quantitative relationship to analyze and solve problems. \x0d\3。 Ask some interesting questions. As the saying goes, everyone is curious. If the problems in a class are boring, it will definitely weaken the effect of classroom teaching. Therefore, teachers should pay attention to its interest when designing questions, and the content of classroom questions should be novel, interesting and attractive, so that students can feel interesting and happy and accept knowledge in pleasure. For example, when a teacher was teaching Understanding Circle, he designed such a problem situation with multimedia: in a racing competition, the wheels of the first racing car were square, the wheels of the second racing car were round, and the wheels of the third racing car were triangular. They set out at the same time, place and direction. Who will reach the finish line first? Such questions are intuitive, vivid and interesting. Connecting with students' practical problems in this way can arouse students' existing experience, expand association and let students actively participate in problem-solving situations. \x0d\ II。 Flexible use of questioning skills \x0d\ classroom questioning is the core of mathematics classroom teaching. When the teacher designs the question content, grasps the question opportunity and chooses the question object, then everything is ready except the east wind, which is the question skill. \x0d\ 1。 There are various forms of questioning \x0d\ Due to the different content, nature and characteristics of questions, classroom questioning can take different forms. Generally, there are the following types: \x0d\①. Hang the topic and stimulate students' direct interest. \x0d\② Ask questions to stimulate students' initiative. \ x0d \ (3), the gradual change problem, from difficult to easy. Some problems, because the difficulties are relatively concentrated, so the teacher should set the "ladder" of thinking for students. The initial question is very simple. After the students answer correctly, they will gradually deepen, divide and disintegrate the difficulties in teaching and gradually achieve the expected goals. (4) change the questions skillfully and cultivate students' creativity. A problem often has multiple perspectives, which can broaden students' thinking and cultivate students' thinking ability and innovation ability. \x0d\2。 Question language should be clear \x0d\ Mathematical language is characterized by rigor, conciseness and symbolization. Teachers' questioning language should not only consider this feature of the subject, but also combine with students' cognitive characteristics. It should be expressed accurately and concisely in natural language, and it should not be ambiguous. For example, this sometimes happens in teaching. For "20÷5", the teacher asked, "How much is 20?" The student's answer can be: "20 is a double digit." "20 is a number greater than 19." "20 is an even number." Wait a minute. The reason is that the problem is vague. If the teacher asks, "What is 20 in this division formula?" It is not difficult for students to make correct answers. \x0d\3. The waiting time for lectures should be well grasped. \x0d\ The waiting time for lectures refers to the thinking time left for students after teachers ask questions. After the teacher asks a question, don't rush to let the students answer it, but leave the students with appropriate thinking time according to the nature of the question. Generally speaking, it is appropriate to wait for about 3 seconds, depending on the difficulty of the problem. Research shows that when teachers increase the waiting time from less than 1 sec to 3 to 5 seconds, many significant changes will take place in the classroom. If students give more detailed answers, they will make more evidence-based proofs and ask more questions, and students' sense of accomplishment will be significantly enhanced. It should be noted that the longer, the better. It is best not to exceed 10 second. With the extension of time, the classroom atmosphere will become strange, and many students begin to wander in their minds, deviating from the scope of classroom teaching problems. So teachers should grasp the waiting time after asking questions.