Research On Question Structure Of Junior Middle School Mathematics Classroom Based On Mathematics Core Literacy

Classroom questioning is a skill for teachers to cultivate students’ comprehensive qualities,but there are some problems in the present classroom questioning,among which improving the structure of classroom questioning is the key to affect the quality of classroom teaching questioning.Based on this,this paper mainly studies three core issues:First: Regarding the question structure in the classroom,this paper puts forward that the question structure in the classroom is a kind of dynamic structure in the study of the problem,this paper mainly studies the two forms of classroom question structure: The quantity proportion of question,the way of question connection and the whole type of classroom question structure.Second: Through classroom observation,data collection,literature research and other methods,we found that the current situation of the structure of asking questions in mathematics classroom is as follows:1.The quantity proportion is not balanced: teachers put forward more closed questions,the quality of questions is not high,it’s a formality,and some teachers don’t even ask questions throughout the class.2.Confusion in the way questions are connected: There is no hierarchy in the questions raised by teachers,the questions are not advanced from the shallow to the deep,the questions can not face all the students,and the individual differences among students are ignored.3.The structure of classroom questioning is single: the whole structure type of the questions raised by teachers is single,even confusing,and the teachers have not organized the structure of classroom questioning seriously before class.Third: On the basis of theoretical research and current situation investigation,this paper puts forward countermeasures from the following aspects based on the core literacy:1.Balanced quantitative proportion relation: attach importance to the quality of the problem,the problem should be inspiring,arouse students’ interest in learning.The types of questions should be rich,more open-ended questions,and various aspects of training students’ core literacy.2.Carefully design the connection of questions: teachers should pay attention to the connection between knowledge,inspire students,the problem should be easy to moderate,grasp the key issues,new and old knowledge to establish a link,can make each student get different development.3.Enrich the structure of classroom questions: The teacher should carefully prepare the classroom questions,list the framework of the questions to be asked,first have a whole analysis,and then enrich the structure.In a problem to think from multiple angles,lead to different types of problems,enrich the structure of the problem,cultivate students’ mathematical core literacy in many ways.