Research On The Current Situation And Countermeasures Of Senior Mathematics Classroom Questioning In Rural Primary School ——Take Xinyang A Primary School In Henan Province As An Example

As a common teaching method,classroom questioning has existed for a long time,and it is also a teaching method used frequently by teachers in the classroom.Classroom questioning is the soul of the mathematics classroom,which helps the continuous operation of the whole classroom.In particular,the senior grade of primary school is in the stage of knowledge systematization and deepening,so it is more necessary to ask questions to guide students to construct knowledge.Although classroom questioning has been constantly improved in today’s society,the practice results show that there are still some problems to be solved.In addition,from the collected existing literature,scholars’ research mostly points to urban primary schools,and there is little research on Classroom Questioning in rural primary schools.In particular,the backward teaching concept of rural teachers,the weak professional quality of teachers,the lack of extracurricular training for teachers in schools,and the introverted character of rural primary school students have resulted in endless problems in classroom questioning.Therefore,we must pay more attention to education in rural areas in order to see the current situation of rural teaching in time and understand the current problems as soon as possible.Therefore,this study selected the senior class of rural primary schools as the research object,combined with the uniqueness of the physical and mental development of senior students,to study and analyze the questions in the senior mathematics class of Xinyang a primary school.Through classroom observation,questionnaire survey and teacher interview,this study investigated and analyzed the mathematics classroom questioning in Grade 5 and grade 6 of primary school a from three aspects:classroom questioning design,questioning implementation and questioning feedback,and analyzed and summarized the survey results to deeply study the current situation of Senior Mathematics Classroom Questioning in rural primary schools,Find the problems in senior mathematics classroom questioning,find out the reasons for the problems,and give the corresponding countermeasures.The survey results show that the problems of Senior Mathematics Classroom Questioning in rural primary schools are mainly reflected in the following aspects:in the design of classroom questions,the types of questions are single,the levels are non gradient and lack of experience;In the implementation of classroom questioning,the timing of questioning is not in place,the fairness of the questioning object is not enough,the coverage of questioning is not balanced,and the language expression of questioning is not in place;In the classroom questioning feedback,the feedback is not timely,the feedback emotional input is not enough and the guidance is not enough.Based on the interview,this paper finds out the reasons from the perspective of teachers,and puts forward corresponding countermeasures for the above problems,such as paying attention to the diversification of problems,improving the language expression art and learning situation analysis ability of rural teachers,etc.So that in the future teaching practice,rural primary school teachers can strengthen the concept of problem design,improve classroom questioning skills,improve classroom evaluation language,and promote the improvement of teaching quality,in order to enlighten the in-depth research and development of Senior Mathematics Classroom Questioning in rural primary schools.