First, control the problem, lack of understanding, to find a solution to the problem
Compared with the teaching strategy of questioning and reflection in primary school mathematics classroom teaching, I also have my own shortcomings in classroom questioning: 1. The question is too vague. 2. Only a few students ask questions, and most students are silent. 3. Asking questions is only a standard answer, and it is difficult to deal with students' ideas for a while. 4. Jumping questions is very fast, and it is impossible to follow or effectively guide students' thinking. 5. These problems have not been carefully designed. 6. Keep asking until you get the answer you want, and use nonverbal signals incorrectly.
Through research, I found a solution to the problem.
1. Solve the problem of "the problem is too vague and the direction is not clear". Methods: Make clear the arrangement intention of teaching materials, and put forward clear questions by combining mathematical information such as digital symbols unique to mathematics.
2. Solve the problem of "only asking questions to a small number of students, and most students are silent". Methods: Lose no time to create opportunities for students at all levels to "show their faces", learn something and experience the joy of success, and don't be afraid that they will answer wrong or waste time. The questions asked should conform to the students' psychological level and their real life, so that students can pick apples in one jump. Teachers can't ask questions across the board. For simple questions, choose students with poor grades to answer. For general questions, students with high grades should be asked to answer them. Excellent students should be asked to answer difficult questions.
3. Solve the problem of "only asking questions for standard answers, and it is difficult to deal with students' ideas for a while". Methods: If the teacher can't respond for a while, we can discuss it, or in mathematics teaching, as long as we can ask good questions and correctly grasp the feedback of the questions, our classroom will be full of happiness. 4. Solve the problem of "jumping too fast to keep up with or effectively guide students' thinking". Methods: After asking questions, teachers should not rush to give too much explanation and guidance, but leave some quiet thinking time for students. Teachers should learn to wait and make the lively classroom quiet. When students encounter problems in their study, teachers should be good at selling secrets, let students think deeply and consciously help students enter the nearest development zone. Teachers should look around the class after asking questions in class, make use of students' thinking time and pay attention to some nonverbal hints, so as to know students' reactions to questions. Therefore, during the pause after the teacher asks questions, we can choose the appropriate objects according to these performances, seize the appropriate opportunity, and ask students questions in a targeted manner.
5. Solve the problem of "asking questions without careful design". Methods: The design of questions should be gradient, interrelated step by step, step by step, and follow the principles of from easy to difficult, from simple to complicated, from shallow to deep, and from the outside to the inside, and guide the questions step by step. If the teacher designs a certain slope to reduce the difficulty, the same problem will be solved. 6. Solve the problem of "misusing nonverbal signals until you get the answer you want". Methods: Teachers should put down their airs, be gentle in tone, be kind to students, and create a relaxed, happy, democratic and equal teaching atmosphere. If a student answers wrong, don't blame him, let alone satirize him. If a student can't answer for a while or the answer is incomplete, the teacher should give him encouragement or give him a "ladder". In teaching, you can talk to students in a consultative tone. "Tell me what you think, will you?" "How are you going to calculate this problem? Can you tell everyone? " Wait a minute. Teachers can only get wonderful answers if they keep students relaxed, dare to think, dare to say and dare to do.
Second, learning gains: the basic method to effectively improve the effect of questioning in primary school mathematics classroom teaching
Through learning and thinking, I understand that to effectively improve the effect of questioning in primary school mathematics classroom teaching, I have also carried out teaching practice from the following aspects:
1. Key points of effective questions. Ask questions in the focus, contradiction and comparison of teaching content, and grasp the difficulties, interests and ambiguities to ask questions.
2. Ask questions effectively.
Questioning: Grasp the opportunity of questioning accurately, try to say the question only once, and pay attention to the hierarchy of the question. Goal: Ask all the students questions and then say their names.
Wait: Stop for a while after asking questions and give students time to think.
Inspiration: provide ideas for students who can't answer or answer wrong.
Follow-up: when the students answer correctly but incompletely, the teacher should add other information; Or lead to deeper problems.
3. The Ten Commandments of Effective Questioning. First, stop asking questions and call it eugenics, saving time, effort and worry; Second, the problem is called poor students, which pot does not open; The three precepts make it difficult for students to demand rather than punish; Ask questions suddenly without giving time under temptation; The five precepts are ambiguous and have complications; 6. abstain from exceeding authority, ask yourself and answer yourself; The seven commandments are noncommittal and do not comment; Bajie is too big to answer; Nine precepts are cumbersome, laughing and asking questions; The Ten Commandments ask questions like a forest, answer like a stream, and blossom on your face.
4. Important strategies to improve the effectiveness of classroom questioning:
Adjust the difficulty of asking questions in class;
Adjust the frequency of classroom questioning;
Adjust the waiting time for questions in a timely manner. Therefore, it takes at least 3 ~ 5 seconds for effective classroom questioning, from asking questions to assigning students to answer. If the teacher's questions are open-ended, the students' waiting time should be about 10 second.
Match closed questions and open questions correctly.
Correct use of silence rate is an important indicator to identify the effectiveness of classroom questioning.
Effective classroom questioning must be directed at all students, not "one-on-one" questions and answers. The ideal classroom questioning should benefit the whole class.