The Status Quo And Countermeasures Of Classroom Mathematics Skills For Elementary School Mathematics Novice Teachers

Under the country vigorously carries on the new curriculum reform and the quality education,the teachers begin to pursue the classroom teaching quality.Elementary School Mathematics teacher is no exception,how to improve the classroom teaching quality has become the primary school mathematics teacher unavoidable problem.Classroom questioning is one of the most commonly used teaching methods,which is widely used in mathematics classroom teaching.The questioning skill is also the teaching skill which the elementary school mathematics teacher often applies.As an elementary school mathematics novice Teacher,in the teaching to the classroom questioning skill is applied correctly,this will affect the elementary school student's thinking development directly.Although in recent years elementary school mathematics novice teacher in this aspect gradually attention,but in the action effect is not remarkable,in the concrete actual classroom,the elementary school mathematics novice Teacher's classroom questioning skill still has the question.This paper,by using the literature research method,systematically combs the relevant research about questions at home and abroad,and makes the related concept definition to classroom questioning,questioning skills and novice teachers.Then the author chooses 6 new mathematics teachers of three primary schools in Shenyang City as the specific research object,the "Good and BROWNIE's Problem Type Detection and Coding Table",from the question design skills,questioning skills,waiting skills,call skills,answering skills,the five dimensions of the design observation scale,enter the school in person to select the observation object,The classroom observation method is used to carry on the class record to the elementary school mathematics novice Teacher,understands the elementary school mathematics novice Teacher Classroom questioning skill to carry out in the class the present situation;combined with the questionnaire survey method,The preparation of classroom questioning skills and the reflective aspects of classroom questioning skills the three dimensions of the elementary school mathematics teachers in Shenyang H District are surveyed,a more comprehensive understanding of the Shenyang H District of elementary School Mathematics novice teachers in the classroom questioning skills,through the observation and survey data to carry out statistics and analysis,From the elementary school mathematics novice teacher to the classroom questioning idea,the classroom questioning skill preparation,the classroom questioning a skill implementation situation,the classroom questioning skill reflection situation these four dimensions to reveal the elementary school mathematics novice Teacher Classroom questioning skill existence question.In view of the existing problems,this paper puts forward some countermeasures to improve the classroom questioning skills of primary school mathematics teachers from these four dimensions.The improvement of teachers ' questioning skills in elementary school mathematics is of practical significance to promote the development of students ' mathematical thinking,to improve the teaching quality of mathematics in primary school and to enrich the classroom teaching theory of elementary mathematics novice teachers.