A Study On The Effectiveness Of Novice Primary School Math Teachers' Classroom Questioning

In the classroom,the teacher's question is an indispensable link between teachers and students,and it is the link between teachers and students.Effective questioning can promote students to absorb knowledge,improve the ability of thinking innovation,and inspire students to explore problems.At the same time,with the continuous development and deepening of the new curriculum reform,traditional "cramming"teaching has gradually been replaced by "questioning" teaching with teacher-student interaction situations.Therefore,teachers need to promote students 'active thinking through questions in classroom teaching.Improve teacher-student communication,As a new force in the teaching staff,novice teachers still lack the understanding,mastery and application of effective questioning,which leads to many problems in the classroom.It is difficult to realize the development of student thinking and the improvement of teacher specialization.Therefore,how to ask questions effectively in class is of great significance to novice teachers.It is very important to find out the difference between primary school math novice teachers and expert teachers.Therefore,this paper starts from the theoretical level,through the domestic and foreign scholars to the classroom question ejffectiveness standards,combined with the subject characteristics of mathematics and classroom teaching,further collate and conclude the effective question standards in the classroom ideas and perspectives.That is,the question comparison of the new teaching knowledge link in the classroom,the comparison of the types and forms of problems,the comparison of the levels of problems,the comparison of the number of problems,the comparison of waiting time,and the comparison of teachers 'evaluation feedback.Secondly,the author makes an empirical study,presents the cases of primary school mathematics novice teachers and expert teachers in the classroom through classroom observation,and conducts questionnaires and interviews with students and teachers in Xi'an A Primary School.The problems and shortcomings of effective questions in the classroom of elementary school mathematics teachers are analyzed and sorted out,that is,unreasonable types and levels of questions,insufficient waiting time,simple and indepth answers,and misunderstandings in teaching concepts.Finally,the author tries to put forward the corresponding improvement strategies,which mainly involve four angles,in view of the specific problems existing in the classroom of elementary school mathematics teachers.That is,the level of the question design,the timing of the question,the appropriate evaluation,teachers 'reflection and learning.