Research On The Problems And Countermeasures Of Double Questioning In Primary School Mathematics Classroom

For primary school students,mathematics learning is not a simple knowledge of memory,more attention is paid to cultivate students’ thinking ability and innovation ability.Therefore,in the process of learning mathematics,we must pay attention to the logic of mathematics and cultivate students’ thinking ability.As an important means to inspire students’ thinking,asking questions in class helps students understand knowledge and improve their ability.Based on life education,this study aims to explore ways to improve two-way questioning in primary school mathematics classroom through investigation and analysis,cultivate students’ problem awareness and innovative spirit,and help primary school mathematics teachers to realize the importance of students’ questioning in class.This paper mainly uses the method of questionnaire investigation,interview and classroom observation from classroom questioning question main target,content,teachers and students question consciousness,motive and asking questions ask reaction the five dimensions of Q,M primary school students and teachers,in order to understand the problems existing in the elementary school mathematics classroom questioning the dimensions of school,so as to find the reasons behind the problems,finally puts forward countermeasures for teachers and students,respectively,to promote students’ practical knowledge system construction of classroom questioning,help the elementary school mathematics teachers to improve classroom teaching ability.The article is divided into five parts:The first part is the introduction,which mainly introduces the reasons,research significance,domestic and foreign research review,research design,theoretical basis and core concept definition.The second part is the part of survey design and implementation,which expounds the selection of survey design objectives and objects,the design and implementation of survey methods,and the processing and summary of survey data.The phenomenon of students questioning teachers is rare;Students ask questions in fewer forms.The third part summarizes and points out the problems existing in the questioning dimension of primary school mathematics classroom.The phenomenon of students asking questions from teachers is seldom manifested in the improper handling of students’ questions by teachers and the problems of students’ questioning in class.The form of students’ questioning is less,which is mainly reflected in the influence of teacher’s authority on students’ questioning and students’ non-questioning.The fourth part analyzes the causes of the existing problems from the perspective ofteachers and students.The dominant phenomenon of teachers asking students is mainly due to the influence of traditional concepts on teachers and students’ blind trust in teachers.The phenomenon of students asking questions of teachers is rarely mainly due to the "three fears"(the fear of affecting the teaching plan,the fear of authority being challenged,the fear of low test scores)of teachers’ suppression of students’ questions,and the "three problems"(the individual psychological quality is poor,the concept of classroom questions is poor,the language expression ability is poor)of students’ personal questions.The form of students’ questions is less,mainly because the teacher does not allow the students to ask,students will not ask.The fifth part is aimed at the above problems and causes from the perspective of teachers and students respectively put forward the primary school mathematics classroom bidirectional questions and countermeasures.The dominant Suggestions for teachers to question students are to change teachers’ traditional questioning ideas and cultivate students’ questioning spirit.In view of the phenomenon of students questioning teachers very few Suggestions are that teachers should correctly understand the students to ask questions,students should consciously train the ability to ask questions;It is suggested that teachers should encourage students to ask each other questions and students should ask each other questions.