A Study On The Strategies Of Effective Questioning In Primary Mathematics Classroom Teaching

Classroom questioning is an important form of teacher-student interaction in primary school mathematics classroom teaching.With the deepening of teaching reform,change classroom questioning we also keep pace with the times,and before the "question",has been given more meaning and function,the question will become more effective.Therefore,to improve the efficiency of questioning is of great significance for primary school mathematics teachers.This paper mainly studies the effectiveness of primary school mathematics teachers' classroom questioning,to construct the dialogue teaching theory,the basic theory of learning theory,meta cognitive theory,classroom observation and Study on twenty primary school mathematics teachers,in the more than and 30 lecture records,two typical cases are analyzed.In the first chapter,the introduction includes background and significance of this study and related literature review and Reflection on literature research;the second chapter is the theoretical basis and the interpretation of the concept of writing this article,the author defines the concept of "primary school mathematics classroom questioning effectiveness";the third chapter presents a survey of the effectiveness of questioning,understanding the specific circumstances of the effective questioning in the mathematics classroom teaching in primary school;the fourth chapter is the analysis according to the previous survey results,and summarize the results of the investigation;the fifth chapter is the investigation and Analysis on the front,put forward the strategies to improve the effectiveness of classroom questions;the sixth chapter is to guarantee the implementation of classroom questioning the validity of the principle;the last part is the conclusion,references and appendix related materials.Analysis pointed out that in the process of effective questioning in the classroom,teachers generally have the following problems: Teachers' questioning design should be improved,teachers give students the question after a waiting time is insufficient,teachers select the answer questions of the form is not flexible enough,the evaluation methods of teachers needs to be improved,classroom questions to teachers questions.The main reasons for this phenomenon are: the teacher's education idea is not perfect,especially the teachers' professional quality has yet to be improved.In this paper,the author discusses how to improve primary school mathematics classroom questioning the validity of the strategy: first,teachers should update teaching concepts,improve the quality of design;secondly to have effective questioning level,logic,openness,questioning and effective questioning to use reasonable language Gou Jianqing clear,for all,to wait time,improve the evaluation strategy;finally to use reflective strategies of effective questioning.