Primary Mathematics Teachers, Exploration To Classroom Questioning Effectiveness

Questioning which organically combine with teachers, students, teaching materials, is the main approach in classroom communication. In this study, though the teaching practice and attending lectures, and classroom videos, teacher interviews and questionnaire survey to collect data, and the amount of data collected by statistical and qualitative analysis, the author summed up the questions at the elementary mathematics classroom problems and analyze the causes and make recommendations.According to10primary school mathematics teachers’ questions in the classroom, the author observe and analysis questions for lectures. A total of40lectures section, and one of the10lessons the classroom record, select the two representative classes for lesson study. The study mainly contents include:the definition of primary school classroom questioning, the effectiveness of current elementary school mathematics classroom questioning, the status of the investigation of the factors that affect the efficiency of classroom questioning, summary to improve the effectiveness of primary school mathematics classroom questioning strategies and so on. To further understand the idea of teachers after class and the thoughts of asking questions in class, this study interviewed with some teachers and conducted a survey with some teachers and students. Interviews focus on the following aspects:(1) ask questions in class based mainly on questions of teachers.(2) The type of classroom questioning based mainly on memory.(3) The way of students’ answering questions main on putting up hands and answer homogeneous.(4) Teachers are lack of preparation for classroom question.(5) After asking questions, it is very short time for students to left. The main reasons are the following:(1) theory does not connect with practice.(2) The professional quality of teachers is to be further improved.(3) Teachers do not realize the importance of elementary school mathematics classroom questioning.These phenomena show that to improving the effectiveness of primary mathematics classroom teachers question is up to whether the teacher gives a good lesson and the students can really master the knowledge and use of them. To improve the effectiveness of classroom questioning, the process of questioning should pay attention to the following:the purposes of the question, inspires of the question, levels of the question, and the broadness of the question and the creativeness of the question.