Smart people ask smart questions, while fools ask stupid questions. Questioning in primary school mathematics classroom is an important part of classroom teaching and one of the most commonly used teaching methods. Classroom questioning is one of the important means of mathematics classroom teaching, and it is the basic control means for teachers to open students' thinking, promote students' thinking and enhance students' awareness of active participation. Teachers' well-designed and appropriate classroom questions can effectively stimulate students' curiosity and imagination, ignite students' enthusiasm for exploring knowledge, and thus improve the quality of classroom teaching. Effective questioning is that teachers ask questions around a certain range of content, according to what students have learned and combined with what they have learned, and students answer them. Its main purpose is to inspire students to think about problems, give full play to students' subjective initiative, and find out the correct methods to solve problems through students' own analysis and discussion. If the student's answer is incorrect, the teacher will not correct it immediately. Instead, they will ask supplementary questions for students' wrong ideas, so that students can realize their mistakes and consciously correct them. My classroom questioning follows the following principles.

First, the principle of effective questioning

Almost without exception, the initial effective teaching has a simple pursuit, that is, how to teach effectively. Teachers who can explain knowledge clearly are almost all good teachers. In order to explain the knowledge clearly, there are a series of expressions such as teaching emphasis and teaching difficulty. When teachers focus on how to teach effectively, accepting learning and mastering learning become common learning methods. The mission of students is to listen carefully in class and not make small moves. A large number of buzzwords in classroom teaching are often a series of well-meaning questions from teachers: Do you hear clearly? You got it? You got it? Learning seems to be an art of appreciating and practicing listening.

Effective teaching is dialogue and interaction. In this kind of teaching, teachers can teach, but not always with one voice. Whether teaching appears and maintains a certain state of dialogue and interaction depends on whether teachers can ask questions effectively. Effective questioning means that teachers' questions can arouse students' responses or answers, and such responses or answers enable students to participate in the learning process more actively.

Second, the effective way of asking questions

Students' intellectual potential needs to be developed and stimulated like a treasure. Knowledge is power, and method is wisdom. Often children's performance is not as good as their parents' wishes, and teachers also feel that children can't teach well. In fact, this is because adults have not found the right way to activate children's intellectual potential. As long as the method is proper, even stubborn children can teach well. In order to stimulate students' learning enthusiasm in class, there are certain learning methods and skills.

I often use this method in teaching. For example, do the sixth question on page 5 1 of the first grade textbook: show seven dragonflies on the left and 7-( )= () on the right. It requires students to divide the chart into two parts and express them by subtraction. I asked: How do you want to divide the dragonfly? When students write 7- 1=6. I asked, is there anything else besides this method? You see, with such a question, students' thinking is not limited to the preset fill-in-the-blank in textbooks, and many wisdom buds appear at once: 7-6 =17-2 = 57-5 = 27-4 = 37-3 = 4.

Thinking about it is also a teacher's idiom in class. I like it. Especially in the first grade, children say whatever they see. No, think about it. For example, teaching the fourth question on page 47 of the first grade textbook: Take the elf as an example in the textbook. How many formulas can you name? The students only made a number formula, 3+2=5, without looking at the picture carefully. In order for students to observe the given topic in an orderly way, I asked: What did you find from top to bottom? what do you think? Hearing this hint, the classroom raised their hands, and everyone wanted to talk: there are two trees, two birds on the tree, one flying, four flowers under the tree, five children skipping rope, three jumping and two waiting in line. While listening to the students' report, I wrote on the blackboard: Tree: Bird: Flower: Child:

Bird: Squirrel: Picking peaches: Pulling radishes:

In addition to these two methods. I often guide students to learn by comparison, and give more examples, if so. Doing classes by yourself can make students gain something.

Third, ask questions effectively and learn to listen.

Effective questioning needs to keep the questions open. When teachers' questions lack basic openness, teachers' questions can not only bring vitality to teaching, but also interfere with classroom teaching. This kind of teaching, which is full of questions, conversations and questions, overwhelms the teaching focus, takes up students' reading, thinking and practicing time, and also limits students' thinking. Another problem brought by full-time questioning is that teachers don't understand students because they don't listen. Few people think that the really effective problem is just listening. Once students take the initiative to learn, teachers who are good at listening can always turn students' voices into effective teaching resources. This requires teachers to leave enough waiting time for students after asking questions and give timely feedback to students' answers. The key strategy is to make students feel that the teacher is waiting and listening. In my teaching practice, I spent a lot of time making students think and listen to what they said. Praise them loudly and encourage them.