Research On Effective Questioning In Classroom Teaching Based On The Cultivation Of Core Literacy Of Mathematics In High School Students

With the development and improvement of mathematics core literacy,students participation in mathematics classroom has become an important issue in the study of efficient classroom,and effective questioning based on core literacy is a direct way to improve students' participation in classroom.Effective questioning is an important means for teachers to teach in mathematics class.However,in the current high school mathematics teaching,teachers still rely on teachers to speak and students to listen to the traditional teaching methods.This kind of teaching method lacks communication between teachers and students,which will not only reduce the classroom efficiency,but also is not conducive to the cultivation of students mathematical core literacy.Therefore,this paper classifies the effective questions in high school mathematics classroom through questionnaire survey and case analysis,and analyzes the reasons and puts forward suggestions for each category.Finally,from the perspective of teachers and students to analyze the research conclusions,improve the level of teachers in the classroom questioning,promote the quality of high school mathematics teaching.First of all,through the questionnaire,analysis of high school mathematics clas sroom effective barriers to questioning.Secondly,onthe basis of literature search,expert lectures and students questionnaire,combiningwith teaching experience,and according to the time and characteristics of questionsin mathematics class,the effective questions in class are divided into five categories:Provocative questions;Ask Questions at key points;Questions and answers.Ask Team Questions;Extended question.The introduction of the new class needs to set upstimulating questions,the introduction of knowledge points needs to set up the keynodes of the question,but also the occasional use of the other three kinds ofquestions;The problem explanation class mainly uses the difficult analysis question,the expansion question;the Review Class uses the team cooperation question andthe expansion question.Thirdly,the teaching cases are collected from the expertclass,the old teacher class,the Continuing education training class and theprize-winning class held by the school,and the cases are classified and studied basedon five kinds of questions.The analysis of specific problems is mainly based on thefollowing questions:Whether the problem is superficial or not;whether the problemis thinking;whether the scope of the problem is appropriate;whether the knottyproblem has a sense of hierarchy;whether the waiting time is sufficient;whether theproblem is easy or difficult;whether the problem is simple;whether the student problem is effective feedback.According to the questionnaire and case analysis,based on the core literacy,this paper analyzes and summarizes the research conclusion from the perspective of teachers and students from three aspects: the present situation,the reason analysis,and the suggestion.Finally,the author puts forward some relative suggestions on the barriers to effective questioning in classroom teaching: first,to lengthen the time for preparing lessons,especially the time for teachers to discuss effective questioning in class preparation;Second,to familiarize themselves with the books on core literacy,understand the core literacy;third,the concept lesson must dig the teaching concept deeply,clear the teaching goal;fourth,writes after class the reflection;fifth,applies the suggestion and the summary to the practice,and carries on the appraisal and the improvement to it.The research results of five kinds of effective questions are as follows: stimulating questions before class.Set up a relaxed situation and pay attention to the interest of the problem.ask questions at key points.It needs to be introduced with a big picture view,set up a series of logical questions in the key knowledge section,and lead the students to find the answers themselves from the students perspective.the difficult analytic problem needs to set the ladder problem string.teamwork problem,put forward the problem to have thinking conflict.the development question needs the logical rigorous question chain.Of course,the reality of the classroom is ever-changing,for different grades,different basis of students,every question to do effective questioning is not easy.It is worth exploring,thinking and summarizing how to set up effective questions based on core literacy.I just talk about the skin,hoping to promote the core quality of mathematics-based classroom contributions,but also to provide effective teachers to ask the reference.The exploration of effective questioning in class will not stop,and the author should continue to explore and improve in the future work.