Research On The Classroom Questioning Model Of Primary School Mathematics Teachers Based On Mathematical Thinking Cultivation

Classroom questioning is widely recognized as an important teaching tool that stimulates students’ thinking and occupies an important place in the interaction between teachers and students.In educational practice,the analysis of teachers’ classroom questioning has special implications,making the study of classroom questioning a topic that has been around for a long time.From theoretical exploration of classroom questioning to in-depth practical research on the description and evaluation of teachers’ classroom questioning,to the development of systematic observation and evaluation tools to directly and objectively record teachers’ classroom questioning,and finally to the current research focusing on the relationship between teachers’ and students’ classroom questioning behavior and students’ academic performance.It can be found that classroom questioning research has undergone a shift from theoretical and discursive levels to practical and operational levels,and has increasingly demonstrated the critical role and value of classroom questioning in supporting students’ thinking development.In this study,36 video recordings of elementary school mathematics classes on multiplying decimals by whole numbers were selected and examined through a socio-cultural discourse analysis.Based on the classification and interpretation of the classroom questioning findings,a theoretical model of an intelligent analysis system for classroom questioning and response based on mathematical thinking development that may be used in elementary school mathematics classroom practice was developed.Finally,based on the results of the study on primary mathematics teachers’ classroom questioning,the following conclusions were drawn: i.The proper level of teachers’ classroom questioning.Both low cognitive and high cognitive questions should be used to lay the foundation for the cultivation of mathematical thinking with basic low cognitive questions,and to promote the cultivation of mathematical thinking with multiple high cognitive questions,so as to form a dialogue model based on "basic knowledge-based dialogue,multiple dialogue combinations,and individual and environmental cycles".Students’ classroom questions should be lifted.Students’ questions are in line with the theory of socio-cultural construction of learning,and each person can ask questions that are specific to his or her own learning situation,so as to realize the development of mathematical thinking of knowledge co-constructors through an open classroom discourse environment.Third,the support of intelligent technology provides another path for teachers to engage in reflective professional development.With the support of intelligent technology,it can accurately and scientifically promote the improvement of teachers’ questioning behaviors in the classroom and facilitate the reflection and development of their practical knowledge,forming a two-way cycle of improvement and enhancement of elementary school mathematics teachers’ questioning beliefs and questioning behaviors.