Research On The Art Of Cross-examine In Primary School Mathematics Class

The basic idea of the new curriculum standard of primary school mathematics believes that teaching activities are the process of active participation,interaction and mutual development between teachers and students,and classroom cross-examine is an important link in the interaction between teachers and students.Primary school mathematics classroom cross-examine is an art,so how to grasp this art has become the confusion of many teachers.Therefore,the author combs and summarizes the current research on classroom cross-examine by consulting relevant literature.Then,according to the literature and the characteristics of primary school mathematics classroom,the author designs an observation record scale to analyze the classroom cross-examine of six primary school mathematics quality classes in Changzhou City,Jiangsu Province,analyzing the characteristics of cross-examine in these quality courses from the frequency of cross-examine,the relationship between cross-examine and students’ previous generative resources,the relationship between cross-examine and previous questioning,continuous cross-examine,the evaluation after cross-examine and the target of cross-examine.The analysis found that the frequency of cross-examine in primary school mathematics class was relatively high,ranging from 46.3% to 58.7%.Classroom cross-examine related to the previous generation of students is the main way and is dominated by "the cognitive level of cross-examine is greater than that of the previous generation of students" and "the cognitive level of cross-examine is equal to that of the previous generation of students".There is no case of "the cognitive level of questioning is lower than that of the previous question" in questioning related to the previous question.Continuous cross-examine with length ≥3 has common characteristics.After questioning,teachers guide the evaluation among students to occupy an important part.The object of questioning is "not the same person as the student who answered the previous question".Teachers will only ask the same person again when the student answers incorrectly or incompletely.In addition,qualitative analysis is also made on the value of questioning in primary school mathematics classroom from the aspects of students and teachers.The analysis found that:on the part of students,questioning in primary school mathematics class is helpful to stimulate students’ interest in learning;Inspire students to think deeply and develop mathematical thinking;Set up "scaffolding" for thinking to make students learn more easily.For teachers,pre-set questioning before class is more conducive to teachers’ systematic and reasonable design of teaching.It is beneficial for teachers to adjust teaching design dynamically based on students in class.Finally,combined with the requirements of the new curriculum reform for mathematics classroom teaching,it sums up some art of primary school mathematics classroom cross-examine,and gives it to the teachers who confused in cross-examine of mathematics.This study summarizes the following ten suggestions from the following aspects:improving the frequency of cross-examine,activating students’ thinking actively,making use of students’ generative resources flexibly,Design of continuous cross-examine,and the evaluation after classroom cross-examine:(1)Integrating learning materials,designing large situations to improve the frequency of questioning;(2)Refining based on students’ recent development areas,thinking process,to build a "scaffold" for students to improve the frequency of cross-examine;(3)Cross-examine when the method or form is single;(4)Cross-examine in the place where students are satisfied;(5)Improving the knowledge system of students,teachers use cross-examine to extend;(6)Comparison of various generative resources of students bycross-examine;(7)To know the thinking process or principle of students’ answers by cross-examine;(8)Cross-examine continuously after core learning activities;(9)Strengthen the complex thinking process,which requires continuous questioning;(10)Guide the evaluation among students.