Research On Teachers’ Questioning Strategies In The Elementary School Mathematics Class

Questioning is a method often used by the elementary school mathematics teachers in classteaching and an important mode of the communication between students and teachers,whichis significant for improving students’ learning interest, developing students’ ability andcultivating their sense of mathematics. However, through a series of investigations, the writerobserves that nowadays there are a great many of the problems in the elementary schoolmathematics teachers’ usage of questions, for instance,the method of answering is notflexible, the chance for students to answer is unequal and so on. In order to give full play tothe function of questioning which promotes the development of students and help teachers getrid of the misunderstanding for questioning, the author turns to the construction of classroomquestion tactics. Based on mathematical discipline feature and the psychological factors ofpupils as a starting point, in view of the drawbacks existing in the application of questioning,the author constructs the questioning strategy following the process of questioning. Inaddition, hoping to practice a certain guiding role in the elementary school mathematicsteachers’ classroom teaching, this research presents four recommendations, for example,teachers should rethink diligently after teaching, establish arrangements with individualstudents.Teachers’ recognition of the importance of questioning should not only stay inconsciousness, but also be put into action. Promoting the development of students isquestioning’s function, and how to implement the function incisively and vividly depends ongood student-teacher relationships. It’s not enough for teachers who intend to maintain theirmuch-acclaimed images by relying on administrative means merely.They should lay emphasisupon their own statements and actions in common life, and educate students with anticipationand affection, and devote to creating a democratic and stress free academic environment.Cultivating a wonderful relations with teachers, students in class will deliberate and answermore initiatively in a more peaceful sense.As a result,the process of teachers’ classroomquestioning will be more smooth, and the heart of the teachers and students joint closeincreasingly. Then the questioning’s value will be prominent.When teachers utilize questions, they should consider the through process and put everydetail in place. During the preparation phase, teachers should select contents and regulate the difficulty of problems reasonably. Teachers also should set problems in the specific situationand infer what students may answer according to the students’cognitive level and the teachinggoal to prepare guiding problems which can enlighten students. During questioning time,teachers should cultivate students’strong desire to explore the world of knowledge.Teachers’re ought to present problems clearly and accurately with a polite tone of voice.Inaddition, the teacher should face all the pupils to raise problems and arrange the order ofissues reasonably.Teachers should give pupils a certain period to think deeply, in themeantime, teachers must observe the students’gestures and expressions to read the subtext ofstudents.In the answering stage,teachers must divide the opportunities to answer amongstudents equally and try to combine different ways of answering,matching the difficulty ofproblems with the ability level of the asked students. During the implementing phase,teachers’re ought to lend an ear to students conscientiously,using a variety of directing skillsand education intelligence to help students overcome difficulties. After pupils declarecompletely, the teacher should appraise their answers with the principle of justice andobjectivity. Teachers’ assessments should help students to realize themselves and indicate thedirection for the students’development. Finally, teachers should summarize and expand thedeepening of the answers in order to promote students’development of thinking.In addition, teachers should reflect themselves after class diligently and do actionresearches to enhance the rationality of the questioning and. More suitable questions forstudents can promote the development of the students’ thinking ability, and make prepare forstudents’ lifelong study.