Introduction: Questioning is a heuristic teaching method and an important link in organizing classroom teaching. It can not only inspire students' thinking and enliven the classroom atmosphere, but also stimulate students' interest in learning and cultivate students' language expression ability. The effect of questioning often becomes the key to the success or failure of a class, and the fundamental factor that determines the effect of questioning lies in how to master the skills of questioning in class. Mathematics classroom teaching is the main position for teachers to spread mathematics knowledge, the central link of education and teaching, and the main way for students to learn and acquire mathematics knowledge. Therefore, studying the principles and skills of questioning in classroom teaching is the key to optimize the classroom process and students' thinking process.

Questioning skills in primary school mathematics classroom 1. Ask questions to get to the point.

The so-called focus refers to the focus and difficulty of the textbook. When you ask questions in the textbook, the key points will be highlighted, and when you ask questions in the textbook, the difficulties will be easily broken. For example, in the teaching of elementary understanding of fractions in grade three, it is important and difficult to let students know fractions and establish their initial concepts. To help students understand the specific meaning of the simple score and establish the initial concept of the score, we can ask: Show a moon cake skin for Xiaohong and Xiaoming to share. Both of them are very modest. Teacher: How do you think they can share it fairly? Student: Average score. The presentation is divided into two parts on average. Teacher: How do I know that a moon cake is divided into two pieces on average? Then demonstrate the process of reducing two and a half pieces into a cake and dividing it equally. Xiaohong and Xiaoming each got half a moon cake. The teacher asked: How many copies are there in this half moon cake? (Flash half a moon cake) Suppose it is half of this moon cake, which is represented by 1/2? How much is the other half moon cake? (Blinking the other half of the moon cake. ) Health: It is also 1/2 of this moon cake. Teacher: What do you think? Health: This half moon cake is one of two. Teacher: What have we found from the research just now? Health: Divide a moon cake into two parts, each half, that is, half.

Such a series of questions help students deepen their understanding. Average score? 、? What's the score of the simple score? Understanding can guide students to think positively. Only by guiding students to grasp key issues and think, can we stimulate students' interest in learning and improve the quality of classroom teaching.

Second, ask questions and grasp the relationship between knowledge.

In teaching, we should make full use of the connection point of old and new knowledge to promote students to change from unknown to known. For example, in the teaching of Mathematics Wide Angle-Mathematics in Life in the second volume of the third grade, one of the activities: the teacher asked: How much can I put three different numbers with three digital cards? Let's start rocking. (Students begin to pose. ) health: you can put six. Teacher: Why can these three cards display six different three digits? Student: Because the numbers on the card are different, each number and the other two numbers can form two different three-digit numbers. Teacher: Tell me what these numbers are. Health: 379,397,739,793,937,973. Teacher: What a nice student! If you change it to 3, 0 and 9, how many different three digits can you put out? The students answered immediately. A: Six. Health B: Four. Teacher: Why six? Why four? Let's start rocking. Teacher: Now, please read the figures provided by four students. Health: 309,390,903,930. Teacher: Please read the numbers you gave us from the students who just thought you could put six numbers. Health: Only four numbers can be put. Teacher: Why? What did you find? Health: 0 can't be put in hundreds. Teacher: Why can't 0 be put in hundreds? Health: Because the hundred places here are the highest places, so 0 can't be placed in the highest place. Teacher: Why can't 0 be placed in the highest position? Through the above-mentioned teaching questioning design, students learn through continuous thinking and practice, which not only clarifies the knowledge of this lesson, but also cultivates students' exploration ability.

Third, ask questions and grasp the students' way of thinking

Asking questions is a stimulant to stimulate students' positive thinking. The way of thinking of students is generally from concrete to abstract, from perceptual to rational, so we should pay special attention to methods and skills when asking questions. The language should be vivid, vivid, concrete and enlightening. At the same time, it should be aimed at students' practical ability to master and accept knowledge. Neither too difficult nor too easy, otherwise it will get twice the result with half the effort. When asking questions, you can organically combine the textbook content with some stories or examples, so that students can understand knowledge easily and happily. For example, when teaching time in the first grade, the teacher designed such a guiding question: I have a good friend who keeps telling me to study and rest. He is really my good helper. What is this? (clocks and watches. What can the clock tell us? (time. Can you tell me when and what you do? Another example is: when teaching the relationship between meshing gears in senior grades, let students answer the following questions: Are adults and children walking in the same steps on the road? Who is faster? Who is slower? Why do children run with adults? For another example, when teaching the knowledge of circles, we ask students to think about these questions: Why should the wheels be made into circles instead of squares, rectangles or triangles? In this way, students' thinking is inspired in practice, and the knowledge they have learned comes from our lives, which makes knowledge visible, tangible and easy to accept from the dead things in textbooks and deepens students' understanding of knowledge.

Fourth, questioning should promote the gradual deepening of knowledge.

Students' understanding of knowledge always goes through a cognitive process from ignorance to understanding, from shallow to deep. Only when teachers ask questions properly at critical moments can the deepening process be accelerated. For example, when teaching the content of the sum of the internal angles of a triangle, the teacher showed an isosceles right triangle with courseware. The teacher asked: What is the sum of the internal angles of this isosceles right triangle? Health: 180 degrees. Teacher: Divide this isosceles right triangle into two triangles. What is the sum of the internal angles of each triangle? Some students immediately replied: 90 degrees. Teacher: How did you get 90 degrees? Health:1half of 80 degrees equals 90 degrees. Teacher: Is this the correct calculation? The courseware demonstrates the process of dividing into two right triangles. ) Through observation and thinking, students: each is 180 degrees. Teacher: What do you think? Teacher: Draw an arbitrary triangle, cut off three corners and spell it out. What angle can you spell? In this way, students can ask questions from the simple to the deep, get inspiration, think smoothly, and know more clearly that the sum of the internal angles of the triangle is 180 degrees, regardless of the size and shape of the triangle. In this way, they can deepen their knowledge step by step, ask questions, fascinate them, inspire their intelligence and help them find the key to solving problems.

Fifth, the problem design should be open.

In classroom teaching, while cultivating students' thinking of seeking common ground, we can't ignore the development of their thinking ability of seeking differences, because seeking differences is the source of creative thinking, and open questions are one of the most effective ways to cultivate them. Therefore, in addition to planning and purposefully designing some multi-solution, changeable and multi-purpose questions to cultivate students' all-round and multi-level ability to explore questions, we should also design some open questions to develop and seek differences and create for cultivating students.

In short, teachers' questions must run through the induced thinking in classroom teaching, so that students can be drawn from simple to complex, from doubt to doubt. Questions should also be aimed at students' actual knowledge and acceptance. The difficulty of the topic should not exceed the scope allowed by the students' understanding ability. Teachers should have a clear idea of the question, ask questions step by step, step by step, and go downstream, so that students can answer questions and achieve our intention of asking questions, so that students can learn and master knowledge in a relaxed and happy mood.