Research On Questioning Strategy In Elementary School Mathematics Classroom

Classroom questioning is widely used in teaching.In primary school mathematics classroom,questioning plays an important role in promoting the development of students' mathematical thinking and the improvement of teachers' professional ability.On the basis of literature reading,this paper summarizes the relevant researches on classroom questioning,determines the theoretical basis of the research: Ausubel's cognitive assimilation theory,multiple intelligence theory,Vygotsky's "zone of closest development" theory,and further explores the concept and characteristics of classroom questioning.Secondly,the development of survey tools and implementation of the survey,through the survey,to understand the problems in the classroom questioning of mathematics teachers,put forward the primary school mathematics classroom questioning optimization strategy.The survey found that there are some common problems in classroom questioning:for example,the purpose of teachers' questioning is not clear or the purpose of questioning cannot be effectively implemented;The level of class questioning is not high,the quality of questioning is low,the problems of memory are more,the problems of comprehension and application are less,etc.There is a teacher-centered process in which teachers regard students as "containers" to receive knowledge and do not pay attention to students' understanding of knowledge.Teachers ask too many times,students ask less times or students do not ask.In view of the problems existing in primary school mathematics classroom questioning,this paper puts forward an optimization scheme to improve the quality of primary school mathematics teachers' classroom questioning and improve the efficiency of classroom teaching.First,make clear the purpose of asking questions in primary school mathematics class;Secondly,clear mathematics teaching objective is the basis of the purpose of classroom questioning,according to the teaching objective put forward the strategy to determine the preset purpose of questioning,that is,on the basis of the analysis of students' original knowledge level,analysis of the students' recent development area,analysis of the growth of mathematical knowledge to determine the preset purpose of questioning.At the same time,the strategy of determining the purpose of generative questioning is put forward,that is,the purpose of generative questioning is determined on the basis of analyzing students' answers,their thinking characteristics,reflecting on teaching and observing students' attention direction.Thirdly,the strategies of elaborately designing questions to promote the implementation of the purpose of classroom questioning are put forward,including the strategies of promoting the effective implementation of the purpose of classroom questioning to check the feedback and the strategies of promoting the effective implementation of the purpose of classroom questioning to inspire students' thinking.Strategies to promote the effective implementation of the purpose of classroom questioning and checking feedback include the elaboration of the purpose,the concretization of the purpose and the assumption of the possible answer to the question.The strategies to promote the effective implementation of the purpose of enlightening students' thinking by asking questions in class point out that the driving force to promote the development of students' thinking is cognitive conflict.From the second,choose a reasonable way to answer,including grasp the appropriate waiting time,effective listening,in the process of listening to the students do not interrupt,listen to the essence of the students answer,seize the answer of the shining point,listen to the students answer loopholes,urge other students to listen to the answer.Timely evaluation,follow the incentive principle in the evaluation process,carry out effective guidance,multi-dimensional evaluation),appropriate questioning;Finally,it puts forward the strategies of teaching students to ask questions,that is,protecting students' curiosity,encouraging students to think positively,teaching students to have "doubt" and actively responding to students' questions.