Research On The Effectiveness Of Primary School Mathematics Classroom Questioning

Classroom questioning plays a very important role in primary school mathematics teaching, teachers’ effective classroom questioning is the key of teaching dialogue,effective teaching, improve the effectiveness of classroom questioning is the future of education to adapt to the primary school mathematics teachers, needs,promote professional development at the same time, many problems still exist in the actual classroom practice, worthy of our in-depth analysis.Study on the validity of this focus on primary school classroom teachers in mathematics questions, in order to construct the dialogue teaching theory, learning theory, metacognitive theory, students learning theory thinking and psychological characteristics of mathematics as the instruction, through literature review, attending lectures, classroom observation, questionnaire and teacher interview methods to collect data and information, and statistics and analysis, summarized the existing primary school mathematics classroom teachers questions, and analyzes the reasons behind the problem and put forward the corresponding improving questioning the validity of the strategy.This research mainly carries on the classroom observations and analysis of eleven primary school mathematics teachers in the classroom, attending lecture more than 30 day, selected from two representative classes "three digit multiply two digit" and "unit price" of the relationship between the number of lesson study and in five primary school mathematics teacher interviews. The present study was conducted to investigate eight classes of students questionnaire and twenty teachers questionnaire in two primary school. The collected data were sorted and analyzed by SPSS software.Research shows that: the primary school mathematics teachers mainly has following several problems in the classroom: Teacher Questioning design needs to be improved, teachers lack of waiting time after questioning, teachers select the answer the question form not flexible enough, the teacher evaluation methods need to be improved, mainly by teacher questioning classroom questioning. The reasonsresulting in these phenomena mainly are: the teachers’ teaching ideas is not perfect and the teacher occupation quality to be improved.Finally, the author discusses the primary school mathematics teachers to improve classroom questioning the validity of the strategy: first of all teachers to renew the teaching concept, improve the quality of effective questioning; secondly, design should be level, logic, openness, effective questioning to use reasonable language construct clear questions, questions for all, give the waiting time, improve the evaluation strategy; finally, to use effective questioning strategies of reflection.