Research On The New Teaching Situation Of Primary Mathematics Lessons From The Perspective Of "question-guide"teaching Model

Mathematics teaching always develops with solving problem,which is related to teachers’ active guide. With promoting the current teaching conception of “students’ subjective and teachers’ guiding”, the combination of questions and development of the focus in mathematics’ knowledge and the personality of elementary students, we can know that teachers play an important role in “Question-Guide”. However,according to the literature review, the author discovers that the narrow understanding about “questions”, ignoring teaching process and appeared in understanding the conception of “Question-Guide” teaching model. Thus, the“question-guide” teaching model becomes a teaching mode which just have asking and answering. How to better improve and perfect “question-guide” mode? How to make this teaching model to serve the teaching practice? Thus, I want to examine and improve current new primary mathematics lessons by re-interpretation of the “question-guide” teaching model.Based on this, this article first analyzes theoretically the“question-guide” teaching model, presents a large number of literatures date, and summarizes the related theory. There isa conclusion of the new understanding about “Question-Guide”.This new definition is mainly presented in dividing the whole class into three major stages: guide before classes, guide during classes, and guide after classes. And it’s divided into five links of the teaching process,“setting question-guide”,“ asking question-guide ”, “ leading question-guide ”,“explaining question-guide”and“reviewing question-guide”.Combining with new teaching lessons structure features, the author analyzes the research reasonably from the perspective of the current situation of new teaching primary mathematics under “question-guide” teaching model. In addition, the author tracks the six stratified sampling teachers, and uses the advantageous resources of education practice and internship school to interview teachers before classes.What’s more the author also observes teaching during classes and interview after classes. Wholly, the research finds problems: setting question inflexibly, asking question formally, generating question superficially, interpreting results directly and reflecting singly. All these problems lead to guide rigid, partial, inefficient, exile and blind. Based on the problems, the author analyzes the reasons from teachers’ view to put forward strategies during guide beforeclasses, guide during classes and guide after classes.