A Case Study Of The Characteristics Of Eminent Primary Mathematics Teachers Asking Questions In Public Classroom

As one of the important means of teaching,questioning in class is adopted by more and more teachers in primary school mathematics teaching.On the one hand,high-quality questions can not only effectively stimulate the interaction and communication between teachers and students,but also arouse the students' learning and teaching enthusiasm.Moreover,it is convenient for teachers to grasp the students' mastery of old and new knowledge accurately,and thus can fine-tune the teaching goals in real time to achieve better teaching goals.On the other hand,this is the inherent requirement of new curriculum reform.The new curriculum reform requires students to give more time to students in classroom teaching.In the stage of education,primary school teachers are the participants and practitioners of the new curriculum reform,which plays a key role in the reform of the new curriculum,which can improve the effectiveness of classroom questioning in the modern teaching environment,which will directly affect the efficiency of classroom teaching.Elementary school mathematics teaching masters have rich teaching experience,but to the novice teachers or growth play a demonstration and leading role,so choose the elementary school mathematics teacher as the research object of this research.By refining and analyzing the teaching characteristics of mathematics teaching teachers in primary schools,especially the way to ask questions,it is not only the verification and enrichment of teaching theories in elementary schools.It also provides a good case and experience for the new elementary school mathematics teachers.The main purpose of this study is to summarize the characteristics of class questions of primary school math teachers,First of all,the author through the study of literature collection and analysis to determine the dimensions,it mainly includes " the purpose ofquestion"," the content of thequestion","question time" and "a way to ask the way and reason" and so on four aspects.Secondly,the author has compiled four dimensions of the observation scale for the relevant data,so that the data can be counted.Finally,the author adopts the method of classroom observation to collect data,namely using the four dimensions of observation scale to the elementary school mathematics teacher new teaching courses' statistical data of 30 knots form four analysis scale.Again by analyzing these four scale analysis of break up,forming 10 analysis table,the summary of data collection and statistical analysis,and analysis and summing up the characteristics of elementary school mathematics teacher classroom questioning,Its characteristics are as follows:(1)Clear the purpose and Setting up the appropriate difficulty(2)Construct situation and Stimulate interest(3)Adroitly to guide one's actions according to circumstances and Seize the right time(4)Proceed in an orderly way and step by step and Multiple development...