Primary Mathematics Classroom Questioning Teaching Strategies

Mathematics classroom questioning is a very common phenomenon in primary mathematics teaching and is also the important form of teachers and students bilateral activities in mathematics teaching. Mathematics classroom questioning can arouse students'studying motivation, enlighten students' thinking, point out emphasis of learning material, send information back to teachers, culture students'participating ability, contact new and old teaching material, and the like. In the present, there are three aspects of problem in mathematics classroom questioning of primary school: questions' validity is poor, questions'level is low, some teachers lack knowledge and skill of mathematics classroom questioning. So the discussion of teaching strategy of mathematics classroom questioning is of great value.On the basis of questionnaire survey, the study discusses the starting point of the strategy. They are the features of schoolchildren mathematics studying and the features of mathematics classroom questioning in primary school. On the basis of that, the study raises the teaching strategy of mathematics classroom questioning in primary school. There are four viewpoints in all. Firstly, elaborately design questions to guarantee scientific of questioning, including design questions according to course standard of primary school mathematics; design questions according to schoolchildren's acknowledge discipline; design questions according to subject feature of mathematics. Secondly, grasp many methods to guarantee acceptableness of questioning, including the way of migrating; the way of merge-joint; the way of comparing; the way of bypassing; the way of delivering; the way of opening; the way of changing. Thirdly, catch questioning opportunity to guarantee validity of questioning. Fourthly, reveal results and solutions to guarantee evaluations of questioning, including make clear student's answer is right or not in the first; encourage students earlier than decide their answers; respect individual difference, carry out delaminating teaching, develop benign evaluation.In the end, the study raises four practice principles, they are prominent emphasis, suitable trouble; enlighten and induce in order to develop intelligence; create context to arouse interest; contact reality and choose flexibly. In addition, the study raises the concern point of teaching strategies. There are five concern points in skill, they are: classroom questioning should face all the students, teachers should avoid calling students randomly, classroom questioning should leave waiting time, teachers should not to over-praise students, teachers should control quantity of questions; in the guiding thoughts, teachers should permeate thinking methods in mathematics teaching.