The Encyclopedia of Teaching Methods and Arts defines "questioning" in this way: "Questioning refers to a certain content or a certain question. In order to make students understand, they often ask questions after asking, and pursue them until the students can answer correctly. " That is to say, in order to make students understand, for a certain content or a certain question, ask questions after asking, and ask questions until the students can answer correctly. The purpose of asking questions is to inspire students to think deeply, cultivate students' awareness of finding and exploring problems, and then form a higher level of thinking ability. Effective questioning is one or more questions put forward by professors (teachers) in the teaching process to make learners (students) better understand and master the learning content, and it is a problem-based teaching method to make learners better achieve the expected learning goals. It can be based on questions raised by professors or by learners. "Inquiry in primary school mathematics classroom teaching" has the characteristics of inquiry, effectiveness and flexibility.

Effective "questioning" comes from correct teaching ideas and flexible teaching wit. Research shows that efficient teachers are more inclined to ask students who have answered one question correctly another question to encourage them to think further. Therefore, for a mature math teacher, we must always implement the strategy of "asking questions" in order to effectively control students' learning process and strive to achieve the established teaching goals.

When implementing the questioning teaching strategy, students' learning process should be effectively controlled and standardized to achieve the expected effect of teachers. Every child should face it, and give students enough time and space to think when asking questions. When students encounter difficulties, they should be guided in time and give positive comments on their answers. Based on classroom teaching, this topic focuses on the role of teachers in organizing and guiding in classroom teaching, in order to reverse the current prejudice and misunderstanding that weaken teachers' role in the classroom, and show teachers' initiative in organizing and guiding under the guidance of preset classroom goals. Teachers play a key role in organizing students to do and guiding students to think. Because teachers' leading role has been strengthened and the efficiency of classroom teaching has been effectively improved, teachers' classroom questioning has played a role in pointing out the direction, expanding the breadth, guiding the depth and overcorrecting. Therefore, we put forward the small topic of "Research on Questioning Strategies in Primary Mathematics Classroom Teaching".

Content of the study (main problems to be solved)

To understand the present situation and reasons of teachers' "questioning" in primary school mathematics classroom teaching. At the same time, the relevant operation strategies of teachers' "questioning" in primary school mathematics classroom teaching are constructed. For example, grasp the opportunity to ask questions in primary school mathematics classroom teaching; Screening of questioning questions; The choice of questioning methods; The cultivation of teachers' questioning ability and so on.

The main ways and methods to solve the problem

In interactive classroom teaching, teachers are "questioners" and should strive to be intelligent. Primary school mathematics teachers regard students as the basic starting point of teaching, pay attention to students and use teaching materials creatively, thus ensuring the effectiveness of students' main participation. In classroom teaching, our teachers will cross-examine and consider students' personalities, set the gradient of questions, ask questions in different grades, and inspire each other among students; Evaluate the differences of different students and realize the effectiveness of mathematics classroom teaching. Based on classroom teaching, actively create a good classroom atmosphere for students to dare to think and answer, truly understand classroom questions, clarify the importance of classroom questions to improve classroom efficiency, and learn strategies to improve classroom questions. Practice has proved that really effective classroom questioning will achieve unexpected results in our classroom teaching and get twice the result with half the effort.

By reading relevant theoretical knowledge, combining teaching materials and students, this paper studies the cultivation of teachers' ability to ask questions in primary school mathematics classroom teaching, and puts it into teaching practice. Through continuous improvement of teaching, an effective way for teachers to ask questions in primary school mathematics classroom teaching is finally formed.

According to the characteristics of this study, I chose the methods of investigation, literature research and action research.

1. investigation and research method: through observation, list, questionnaire, interview and other methods, collect research data to understand the current situation and existing details.

2. Action research method: researchers are both actors, researchers and practitioners. Through research, this paper explores the opportunity of asking questions in primary school mathematics classroom and makes a comparative study to make classroom questioning more effective.

3. Case study method: verifying assumptions, researching, reflecting, improving and improving in experiments. In classroom teaching, questioning plays an important role in cultivating students' thinking quality and study habits.

4. Experience summary method: During the experiment, we constantly sum up experiences and lessons, and sum up gains and losses. Consciously combine your own practice with related theories, and constantly modify the experimental scheme, methods and means. Collect other people's successful experiences and practices, use them, improve them and practice them, and truly explore effective questioning strategies in mathematics classroom.

Conditions and expected results of subject research

The new curriculum standard advocates establishing students' dominant position and promoting students' active learning, but students' conscious experience and active thinking are inevitably superficial, which requires teachers' norms and guidance, and questioning is an indispensable control means and an important guiding strategy to promote students' learning and realize "effective learning". Effective inquiry in teaching stems from correct teaching ideas and flexible teaching wit. When implementing the questioning teaching strategy, students' learning process should be effectively controlled and standardized to achieve the expected effect of teachers. Every child should face it, and give students enough time and space to think when asking questions. When students encounter difficulties, they should be guided in time and give positive comments on their answers. Many great educators have also pointed out the important position and classification of "problems" in maintaining teaching activities. However, these studies only refer to teachers' questioning strategies and rarely summarize them from the perspective of questioning. Under the background of the new curriculum, the research on the effectiveness of teachers' questioning in mathematics classroom is still blank and needs practice and research.

Investigation report on the present situation of teachers' "questioning" in primary school mathematics classroom teaching

"Research scheme of teachers' questioning strategies in primary school mathematics classroom teaching"

Achievements, papers, teaching cases, teaching design, etc. The article "Problems and Strategies of Teachers' Questioning in Primary Mathematics Classroom Teaching"

Characteristics and innovation

This topic is based on the phenomenon that teachers' dominant position is weakened and classroom teaching is inefficient. Based on classroom teaching, this topic actively strives to create a good classroom atmosphere for students to dare to think and answer, truly understand classroom questioning, clarify the importance of classroom questioning to improve classroom efficiency, and learn strategies to improve classroom questioning. Practice has proved that really effective classroom questioning will make our classroom teaching achieve unexpected results and get twice the result with half the effort.

Read a brief introduction to an educational theory book.

Topic: Interpretation of Mathematics Curriculum Standards (20 1 1 Edition)

Authors: Expert Working Committee of Basic Education Curriculum Textbooks of Ministry of Education.

Press release date: Beijing Normal University Press 20 12.

Abstract: The compilation of this book by the Ministry of Education is undoubtedly very important for better understanding and promoting the implementation of mathematics curriculum standards. It helps us to grasp the key points and difficulties as a whole. It can make us check some important problems of mathematics in compulsory education curriculum as a whole, and guide us to carry out mathematics teaching effectively. Based on the reality of primary school mathematics curriculum reform, this paper makes a detailed analysis of the new curriculum concept and specific curriculum objectives, contents, methods and teaching strategies embodied in the curriculum standards, which is written for our majority of mathematics teachers. Learning it helps teachers to understand and apply new mathematical standards.