Research On The Effectiveness And Optimization Strategies Of Questioning In Primary School Mathematics Classroom Teaching

Mathematics Classroom questioning is the key to classroom dialogue and the core of classroom teaching and interaction.In primary school mathematics classroom,questioning is of great value to the effective development of mathematics classroom and the effective interaction between teachers and students.Teachers can effectively arouse students'interest in learning,arouse students'deep thinking,and further improve students'learning effect by presupposed classroom questioning.With the new curriculum reform and core literacy being advocated in recent years,the hot issues in mathematics classroom teaching are gradually reflected in the real classroom,and the problems exposed in classroom questioning are also gradually paid attention to.In order to put forward effective optimization strategies and investigate the criteria and dimensions of effectiveness,it is necessary to study the effectiveness of classroom questioning and other related issues.This study collected data in two primary schools(non-governmental primary schools and public primary schools)in Xi'an,such as classroom attendance.classroom observation,teacher interview,questionnaire survey and so on,in order to probe into the present situation and problems of classroom questioning.And to get the data into line sorting and analysis.The research shows that:measuring the effectiveness of classroom teaching questioning standards need to be considered fr-om three aspects,the degree of achievement of expected teaching objectives;second,classroom interaction between teachers and students;third,students'academic achievements.On this basis,this paper analyzes the factors that affect the validity of questioning,and puts forward some valuable optimization strategies.This research mainly from the following four parts:the first part is the introduction.In this part,it presents the problem,research significance,research summary and research design,and briefly combs this research.The second part is the second chapter,which explores the theoretical basis of the validity of mathematical classroom questioning in primary schools.Under the guidance of heuristic teaching theory,constructivism learning theory,Osobel cognitive theory and Vygotsky's recent development area theory,classroom questioning is organized and analyzed.The third part contains the contents of the third and fourth chapters.That is,the analysis part of the present situation investigation around the research design,the questionnaire survey and observation survey from the three dimensions of the research hypothesis,the data are integrated and combed,and through the analysis of the present situation of the elementary mathematics classroom questioning.The fourth part is the forth chapter,which is the optimization strategy and practice reflection.This part of the content mainly includes two aspects.The first part is to put forward the relevant optimization and improvement strategies for the problems existing in the elementary school mathematics classroom questioning;The second is practice reflection,according to the significance and thinking of the study put into practice,observe the effect of optimization strategy in the practice research.