Research On Questioning Behavior Of Methematics Teachers In Primary School Under The Philosophy Of Dialogue Teaching

The way of teaching reform in our country can be said to be fruitful,and all kinds of teaching reform practice is like tea.Dialogue teaching is one of the most vital ones.The goal of dialogue teaching and the goal of curriculum reform are consistent in many aspects.They all advocate that education should return to human beings and attach importance to the all-round development of human beings.This article tries to sum up the concept of dialogue teaching,discusses the relationship between the concept of dialogue teaching and the question behavior of primary school mathematics,and uses the idea of dialogue teaching to examine the teacher's questioning behavior in primary school mathematics teaching,and excavate the insufficiency of the questioning behavior of the elementary mathematics teachers in the dialogue teaching,and finally put forward the implementation of the dialogue teaching theory.I want to talk about the optimization suggestions of primary school mathematics teachers' questioning behavior,so as to promote the application of dialogue teaching idea in teaching practice.PressureThe article is divided into four parts.The first part of the introduction,including five aspects.First,the origin of the study has been determined from three aspects: improving the quality of primary school mathematics teaching,promoting students' physical and mental development and enriching the theory of primary school mathematics.The two is the literature review.Through the analysis of three aspects of questioning behavior,mathematical questioning behavior and dialogue teaching at home and abroad,we have found the space of research at the same time,and thus determined the logical starting point of the research.The three is the purpose and significance of the study.The four is the three methods of literature research,observation and interview.Five,we define the concept of nuclear demand in the paper.Pressure pressureThe second part is a theoretical research on the questioning behavior of primary school mathematics teachers under the concept of dialogue teaching.First,the dialogue teaching concept is elaborated from four aspects,namely,the equality of teachers and students,the training of complete people,the coexistence of multiple classes and the generation of teaching dynamics.Two,from the three aspects of metacognitive theory,constructivism and post-modern teaching theory,this paper expounds the theoretical basis of primary school mathematics teachers' questioning behavior under the concept of dialogue teaching.The three is to analyze the internal relationship between dialogue teaching idea and questioning behavior of primary school mathematics teachers from a philosophical perspective.Four,from four aspects of the initiative of the subject of questioning,the comprehensiveness of the content of the question,the inclusiveness of the subject,and the generative nature of the process of questioning,the basic requirements for the questioning behavior of the primary school mathematics teachers under the concept of dialogue teaching are expounded.The third part is the investigation and research of questioning behavior of primary school mathematics teachers under the concept of dialogue teaching.One is to talk about theobservation and interview design of questioning behaviors of primary school mathematics teachers.The two is the selection of survey subjects and the survey of schools.Three,through the combination of observation and interview,the basic situation of the subjective initiative of the teacher in primary school mathematics,the basic situation of the comprehensiveness of the content of the question,the basic situation of the inclusiveness of the subject and the basic situation of the generating of the questioning process are analyzed and illustrated by the combination of observation and interview.The four is to discuss the five positive aspects of the questioning behavior of elementary mathematics teachers under the concept of dialogue teaching,which pay attention to their own active questions,pay attention to the question of the basic knowledge of mathematics,pay attention to the questions of the basic skill training of mathematics,pay attention to the question of the gender balance of the subjects and pay attention to the teaching goals.The five is to discuss the question of primary mathematics teachers' questioning behavior under the concept of dialogue teaching,ignoring the students' asking questions actively,ignoring the basic idea of mathematics,ignoring the accumulation of basic mathematical experience,ignoring the questions of the students with mathematics learning difficulties,and ignoring the question of interrelation based on the internal relations of knowledge.The six is the analysis of the reasons for the problems in the questioning behavior of elementary mathematics teachers in the five aspects of the concept of elementary mathematics teachers' understanding of the concept of dialogue teaching,the lack of understanding of the basic ideas of mathematics,the lack of knowledge and ability of questioning,the lack of understanding of the students and the overemphasis on presupposition.The fourth part is to put forward the optimization strategy for the question behavior of elementary school mathematics teachers.The first is to cultivate students' awareness of asking questions from four aspects: establishing an equal teacher-student relationship,creating an equal and relaxed classroom environment,guiding students to ask questions independently and actively encouraging students to ask questions.The second is to make Suggestions on the formation of the basic ideas of teachers by relating the mathematical knowledge and the thought of mathematics to the question of the meaning of life.The third part is to give teachers some Suggestions for optimizing the questions.Fourth,we should respect the students' differences and effectively ask for optimization Suggestions.Five is by controlling the content of presupposition and promote creation and understand the answer content and in-depth inquiry,establishing the connection between the mathematical knowledge and the relationship established between mathematics and other disciplines four aspects content generation cross-examine optimization Suggestions.