A Study On Reasoning And Answering Behavior In Primary Mathematics Classroom

Reasonable answer is the teacher’s response and processing after students answer the question.It is a crucial part of teaching activities.It runs through the teaching process from beginning to end and affects all aspects of classroom teaching.Active roles such as vitality,improving teaching direction,and testing teaching achievements are important ways to promote student growth and teachers’ professional development.In recent years,the research on classroom reasoning has been increasing,but there are still many problems in classroom practice.Based on this,this study takes "primary mathematics classroom reasoning behavior" as the research content,and on the basis of referring to previous research,comprehensively uses the literature method,classroom observation method and interview method to explore the current situation of primary school mathematics classroom answering,and finds that The existing problems are analyzed,the reasons are analyzed,and the corresponding optimization strategies are finally proposed.First,the author summarizes the research on the connotation,types,status quo and strategies of reasoning,clarifies the research ideas and methods,and clarifies the definition of classroom reasoning behavior.Classroom reasoning is a teacher’s comprehension feedback to students after answering questions in the classroom,an immediate and generative evaluation of students’ learning,and an equal communication process between teachers and students.Combined with the actual needs of this research,the author classifies classroom reasoning behaviors,puts forward four characteristics of effective reasoning behaviors,and makes a comprehensive analysis of the theoretical basis of this research,namely the zone of proximal development theory,the interactive teaching theory,and the theory of multiple intelligences.Secondly,the current situation investigation is carried out on S primary school mathematics classroom answering behavior.The author first gave a detailed explanation of various reasoning behaviors based on the classroom records,and then explored the relationship between reasoning and question types,answering methods,waiting time and students ’ answering situations through classroom observation,and further understood the understanding of answering through interviews.The implementation status of elementary school mathematics classroom and teachers’ subjective cognition of rationale.Furthermore,through the observation record sheet and the interview record,the problems existing in the primary school mathematics classroom rationale are deeply excavated.The main problems found are: insufficient preparation for reasoning and answering,which is reflected in one-sided cognition of reasoning and answering,neglect of academic research,and lack of careful presupposition;inadequate implementation of reasoning and answering,which is manifested in uneven question types,insufficient waiting time for answering,and the way of answering.There are five aspects: inappropriate,plain language of rationale,and narrow perspective of rationale;incomplete reflection of rationale,manifested as lack of comprehensive reflection,lack of targeted reflection,and weak collaborative reflection.Finally,specific countermeasures are put forward for the above problems,in order to promote the improvement of the effectiveness of the rationale.Make full preparations before answering: establish a democratic and equal view of answering,carefully pre-set before class,and accurately grasp the learning situation;properly arrange each link in the implementation:rationally design questions,change the way of answering,extend the waiting time,strengthen Knowledge reserve,broaden the perspective of reasoning;improve the effect of reasoning and reflection through multiple channels: organically combine multiple factors,carry out special research,and create a teaching and research community.