Research On The Effectiveness Of Classroom Questioning In Senior Mathematics In Primary School From The Perspective Of Deep Learning

The primary school mathematics curriculum standard requires that the senior mathematics teaching of primary school should guide students to independently find and put forward mathematical problems,experience mathematical ideas,and develop the reasoning ability to solve mathematical problems.As an important part of teaching activities,classroom questioning is an important method for teachers to cultivate students to solve problems and develop thinking.The concept and characteristics of deep learning emphasize the need to mobilize students’ learning initiative,promote information integration,transfer,application and development of high-order thinking.The design and Strategy Research of the effectiveness of Classroom Questioning in Senior Mathematics in primary school are of great significance for better training students to learn to learn,master mathematical ideas and methods and realize deep learning.Therefore,the implementation of effective questioning in the mathematics classroom is paid more and more attention.The main purpose of this study is to study the effectiveness of questioning in the senior mathematics classroom of primary school from the perspective of in-depth learning,improve the teaching form of teachers’ Questioning in the senior mathematics classroom of primary school,enhance the diversity and innovation of questioning,deepen teachers’ understanding of effective questioning,and improve teachers’ problem design ability.Through the investigation,it is found that there is a lack of representation of in-depth learning in the process of Classroom Questioning in Senior Mathematics in primary school,so as to put forward the design and strategy of effective questioning in senior mathematics classroom in primary school,which can arouse teachers’ attention to students’ in-depth learning and thinking improvement to a certain extent,so that this study has the practical value of enhancing the effectiveness of classroom questioning,improving the efficiency and quality of classroom teaching,and promoting students’ active learning.Through the research methods of investigation and classroom observation,taking the senior grade of H primary school in G city as an example,this study designs a questionnaire from two aspects of teachers and students,analyzes the current situation of classroom questioning of senior mathematics teachers in primary school through data sorting,and truly records the classroom teaching of senior mathematics teachers in primary school and the interview content about classroom questioning and in-depth learning,Thus,it analyzes the reasons for the problems existing in the classroom questioning process of senior mathematics teachers in primary school,such as the insufficient preset time of teachers’ questions before class,the insufficient understanding of effective questioning and so on.The research concludes that the problems existing in the classroom questioning of Senior Mathematics in primary school include the lack of effective interaction between teachers and students,the single way of feedback,the lack of overall construction of knowledge,the neglect of in-depth processing of problems and so on.In view of the above problems,combined with the analysis of relevant theoretical research and current survey results,this paper puts forward corresponding improvement strategies: clarify the purpose of classroom questioning,construct a reasonable problem situation,master the development level of students’ knowledge,stimulate students’ internal motivation,improve the guidance of mathematical thinking in questions,and cultivate students to learn to learn.