Lead: Because of the younger nature of primary school students, primary school mathematics teaching determines that its classroom teaching is mainly guided and interesting, and it pays attention to stimulating primary school students' interest in mathematics learning and cultivating their learning ability of being good at thinking and daring to answer.

The Significance and Strategies of Asking Questions in Primary Mathematics Classroom I. The Significance of Asking Questions in Primary Mathematics Classroom

Classroom questioning is a very important link in classroom teaching, and its quality will directly affect the effect of classroom teaching. Generally speaking, primary school mathematics classroom questions have the following meanings:

1. Ask questions to make feedback timely and concise.

Asking questions is more accurate, specific, immediate and concise than receiving other forms of language feedback information. Questioning enables teachers to understand students' understanding and mastery of knowledge in class, so as to adjust and control teaching procedures in time, change teaching strategies and make students participate in teaching activities more actively.

2. Asking questions can concentrate attention and strengthen memory.

When attention is focused, only one learning area in the brain is in an excited state, and the effect of listening to lectures is ideal. Students tend to concentrate when answering questions, but sometimes their attention will be diverted when listening to lectures. It is not enough for teachers to keep students' attention only by whispering and maintaining classroom discipline. On the contrary, they should use the content of the lectures to attract students, from the shallow to the deep? Question mark? It is necessary to attract students' attention, tightly clamp their thinking, stimulate their interest in learning and give them motivation to learn. So as to receive good teaching effect.

3. Asking questions can lead to thinking and enlighten thinking.

In class, teachers should ask some practical questions with clear concepts, so as to induce students to think and help them overcome blind complacency, which is very useful for improving learning efficiency and breaking through teaching difficulties. Especially where students generally take it for granted, we can ask the question of mourning for conventional views and conduct in-depth discussions to cultivate students' flexibility, uniqueness and innovative consciousness. At the same time, guide students to explore the solved problems, or ask questions, or change the conditions of the topic itself, so as to broaden students' horizons, induce students to divergent thinking, enhance students' adaptability and cultivate the breadth and depth of thinking.

Second, improve the effectiveness of primary school mathematics classroom questioning strategies

Through the research on the present situation of questioning in primary school mathematics classroom, I realize that although the new curriculum reform in recent years has changed some problems in previous mathematics classroom teaching to a certain extent, the effectiveness of questioning in primary school mathematics classroom is still worth our long-term study and application to teaching. To improve the effectiveness of questioning in primary school mathematics classroom, we should start from the following aspects:

1. Teachers should improve the purpose of classroom questions.

Classroom questioning should grasp the characteristics of students' psychological development and thinking development, and be carefully designed according to teaching objectives and teaching difficulties, so as to ask questions to the point and ask students' hearts, rather than asking questions for the sake of asking questions. For example, when teaching the characteristics of numbers divisible by 2, the focus of teaching is to master the characteristics of numbers divisible by 2. The difficulty lies in judging whether a number is divisible by 2.

The teacher asked the students to name some numbers divisible by 2, let them observe carefully, and then ask questions? What are the characteristics of numbers divisible by 2? All numbers divisible by 2 are multiples of 2. At this time, the teacher asked further? What are the characteristics of the people in the unit? It is not difficult for students to sum up. Numbers in units of 0, 2, 4, 6 and 8 are all multiples of 2. ? These purposeful questions closely focus on the teaching objectives and difficulties of this class, so that students can participate in classroom activities, actively think, dare to explore and quickly grasp the teaching difficulties of this class.

2. Teachers should improve the enlightening of classroom questions.

Teachers should choose students who are close to them according to their mathematical thinking and psychological development characteristics. The nearest development zone? Asking questions can best stimulate students' interest in learning mathematics, inspire students to think independently and explore ways to solve problems. ? The nearest development zone? It was first put forward by the Soviet educator Vygotsky. A more vivid metaphor is to let students jump up and pick peaches. This requires that students should choose enlightening questions that students can solve through observation, thinking and cooperative inquiry when asking questions in primary school mathematics classroom.

3. Seize the opportunity to ask questions to ensure the validity of the questions.

Asking questions in time at the key and essence of knowledge can guide and inspire students to correctly grasp the essence of what they have learned, bring them into a positive learning situation, and urge them to think positively, master what they have learned smoothly and form skills. The content arrangement of mathematics textbooks is mainly based on science and logic, with little consideration of interest and attention. Mathematics teachers must consider how to attract students' attention and interest without affecting science and logic. Teachers should grasp the opportunity to ask questions, mainly around the content of the textbook that needs to be understood, and must ask questions in time under the following circumstances:

(1) When teachers attract students' attention by creating situations;

(2) When new knowledge arouses students' curiosity;

(3) When students' cognition conflicts;

(4) When students have doubts about understanding;

(5) Cognition of the key time of teaching materials;

In addition, what questions should teachers pay attention to in what situations? At different stages of a class, students' thinking tension is different. Teachers should adjust their questions in time with the continuous advancement of classroom teaching. For example, at the beginning of class, students' thinking tends to be lively from calm. At this time, we can use stimulating questions and ask more low-level cognitive questions, which will help cultivate students' enthusiasm for learning. When students' thinking is in a highly active state, they can use high-level cognitive questions, which will help students understand the teaching content comprehensively and deeply and promote the profundity and creativity of students' thinking.

In a word, the problem is the heart of mathematics. In view of the importance of classroom questioning in the field of mathematics and the importance of cultivating students' innovative ability and consciousness in mathematics teaching. According to the procedure of classroom questioning, the teaching strategy of classroom questioning in primary school mathematics is constructed, hoping to gradually improve the effectiveness of classroom questioning in primary school mathematics through our efforts.