Research On The Current Situation Of Classroom Questioning Of Primary School Mathematics

Classroom questioning is an important part of classroom teaching and an important way for communication and exchange between teachers and students.In teaching practice,the situation of teachers' classroom questioning directly affects the effect of classroom teaching.Especially in the primary school mathematics classroom,questioning plays an important role in the development of students' mathematical thinking and the improvement of teachers' professional ability.However,in the actual classroom teaching process,some primary school mathematics teachers still have questions in the classroom questioning that are more casual,questions are only in form,and the quality of the questions is not high.For this reason,this study investigates the current situation of classroom questioning of primary school mathematics teachers,and puts forward solutions and optimization plans to improve the quality of classroom questioning of primary school mathematics teachers and enhance the effect of classroom teaching.Firstly,this study summarizes the relevant research of teachers' classroom questioning through literature method,understands the research status of primary school mathematics teachers' classroom questioning,determines the theoretical basis of the research,and further explores the connotation,characteristics and functions of primary school mathematics teachers' classroom questioning.Secondly,on the basis of theoretical research,combined with the primary school mathematics curriculum standards,this study developed survey tools and carried out the survey.Through classroom observation,questionnaire survey and interview survey,we investigated the current situation of mathematics teachers' Classroom Questioning in Z primary school in Shijiazhuang City,and analyzed and summarized the results of the survey.Finally,combined with the results of theoretical research and practical investigation,the optimization strategy of classroom questioning of primary school mathematics teachers is put forward.The results show that there are still some problems in the classroom questioning of primary school mathematics teachers,such as: the expression of teachers' classroom questioning language is lack of preciseness;teachers occupy the absolute dominant position in classroom questioning;the content of classroom questioning is solidified in books,and the content and type of questioning are lack of richness;the way of classroom questioning and answering is not perfect;teachers need to enhance their reflective awareness of classroom questioning.In view of this,this study puts forward corresponding optimization strategies for the above-mentioned specific problems,such as: standardizing the expression of teachers' classroom questioning language;grasping the balance of classroom questioning objects from the perspectives of questioners and respondents;improving the diversity of classroom questioning content and types;improving the rationality of classroom questioning and answering;strengthening teachers' own classroom questioning ability...