Study On Effectiveness Of Mathematics Classroom In Fourth-grade Primary School

For the teaching of mathematics in primary school,classroom questioning is a very important way of teaching.Effective classroom questioning can focus the attention of students,stimulate their curiosity and thinking,which is conducive to the cultivation of students' creative thinking and efficient to pass the knowledge.In this paper will do some research from the following aspects through literature,investigation and analysis,classroom observation,and case analysis:First of all,we analyzed the effectiveness of Classroom Questioning in grade four of a primary school by classroom observation,student and teacher questionnaire,and interviews with teachers.Later we got the results and classified and summarized,finding out the problems existing in the classroom questioning of primary school teachers,such as:(1)The proportion of applied questions is relatively small,and the memory questions is relatively large.(2)The question that students answer in 3-5 seconds is less,while the question that causes longer pause to answer or even with no answers is more.And the difficulty of the question is mastered well.(3)As for the way of answering,rising hands has become the main way of answering whose purpose is more intense.Group work is adopted less,which lacks the exchange of thought.Secondly,aiming at the existing problems,and basing on the theoretical research,we make our first step to design the classroom questioning of mathematics class in primary school,which includes suspense questions,experimental questions,application questions,open questions,expanding questions and critical questions.Finally,basing on students' and teachers' intuitive feeling of classroom questioning,and combining with the comparation between observative class and the excellent class,we put forward some effective measures to promote the mathematics classroom questioning in primary school.And we explained from the effective design,effective questions and effective answer.The main conclusions of this study include:(1)according to the process of classroom questioning design,questioning and answer,we promoted the efficiency of classroom questioning.(2)the study of classroom questioning efficiency improves the teachers' professional ability,guides students' deep learning,and improves students' logical thinking ability.