| Effective classroom questioning can trigger students’ deep thinking in class,attract students’ interest in learning mathematics and focus their attention on learning,which is conducive to the construction of efficient mathematics classroom.Especially under the background of the new curriculum reform and the student-oriented education idea advocated by quality-oriented education,more and more experts and scholars pay attention to the current situation of classroom questioning.However,the current primary school mathematics teachers in the classroom questions still have deficiencies need to be improved.In view of the current situation of teachers’ classroom questioning,in-depth investigation and research are carried out,and corresponding improvement measures are put forward to effectively enhance teachers’ classroom questioning ability.This research mainly selected a primary school in Ji Nan.The author with the help of in-class lectures recorded observation scale,teacher interview to collect data,analyze data and data and research,to explore the teachers’ classroom questioning the status quo,around issues of teacher’s classroom questioning the type of question,content,way and the way of feedback,observing point out the problems in teachers’ classroom questioning,for teachers to enhance the level of classroom questioning targeted strategy is put forward.This research is mainly carried out in the following three parts:The first part is the significance of questioning to primary school mathematics classroom teaching.It is carried out from three aspects: scientifically guiding students’ thinking direction,obtaining feedback and adjusting teaching strategies in time,and strengthening teacher-student interaction and activating classroom atmosphere.The second part is the analysis of the problems and causes of teachers’ classroom questioning.This paper mainly raises the following questions:The types of questions that teachers ask in class are single and at a low level,with a fixed way of asking and less time for students to think about questions,and the content of questions is not combined with the actual life,and the evaluation method is mechanical.Besides,there is a lack of four questions for students to ask twice,and the factors affecting teachers’ classroom questions are explored according to the problems.The third part is the optimization strategy of primary school mathematics classroom questioning.By observing and recording teachers’ classroom questioning and interviewing teachers for classroom questioning,the author summed up the problems and shortcomings existing in classroom questioning of primary school teachers.The author from the teacher sets up questions based on raw concept combining with the characteristics of elementary school mathematics teaching material,classroom questioning,the reasonable choice questions flexible objects,creating problem situation as well as the teachers’ classroom questioning evaluation mechanism and so on various analyses,help teachers to improve classroom questioning is insufficient,put forward constructive Suggestions for elementary school teachers improve the level of classroom questioning.It is beneficial for teachers to establish a harmonious and democratic teacher-student relationship.Teachers can have a more in-depth and detailed understanding of students’ learning conditions,master students’ learning ability and level,and effectively arrange teaching contents according to the actual situation of students’ learning,so as to effectively improve the classroom teaching effect and realize the construction of the goal of efficient classroom. |
