A Case Study On The Classroom Questioning Art Of Primary School Mathematics Teachers

Basic education is related to the national plan,dialogue teaching has been paid more and more attention in the new era.As an important means of primary school mathematics teachers’ classroom teaching,questioning plays an important role in training students’ thinking and reconstructing teacher-student relationship.Classroom is the "practical version" of curriculum and the "medium" of teachers.Classroom questioning is the core and key of teacher-student dialogue and an effective way for teachers-student communication.In the past,under the influence of traditional teaching thought,teachers based on "knowledge-based" to ask questions,classroom teaching has a certain instrumental nature.With the accumulation of information and multi-channel transmission,the design of teachers’ questions now lies in stimulating students’ initiative in learning and inquiry,paying attention to students’ non-intelligence factors,and developing students’ creative thinking.The construction of good atmosphere in class,the resonance of teachers and students’ emotion and the acquisition of positive emotion are all related to teachers’ questioning art.The art of classroom questioning of primary school mathematics teachers refers to the most beautiful state that teachers can grasp the opportunity of classroom questioning,predict the learning state of primary school students in time,and fully respect the individuality and difference of students.By using the methods of observation,interview and case study,this paper follows the principle of integrating theory with practice,explains the background of the case,presents the two lessons of "permutation" and "overlapping problem" taught by L teachers as the text of the case.Based on the actual situation of the case,the author has a new understanding and understanding of the connotation and form of questioning.To promote the generation of classroom questioning art in an all-round way,primary school mathematics teachers should scientifically design problems,make clear the direction of problem content,grasp the opportunity of questioning,respect students’ independent personality,enrich the way of questioning,and pay attention to students’ emotional experience.At the same time,the art of questioning puts forward higher requirements for teachers’ professional development.Primary school mathematics teachers should actively stride forward to "research" primary school mathematics teachers,to "inquiry" primary school mathematics teachers,and to "learning" primary school mathematics teachers.