Research On The Current Situatiaon Of Classroom Questioning Of Primary School Mathematics

In classroom teaching,classroom questioning is one of the important ways to cultivate students' "four abilities".The quality of teachers' classroom questions directly affects the teaching effect of the classroom.Under the context of the new curriculum reform,higher requirements are put forward for the quality of classroom questions,and practical significance to carry out research on classroom questions asked by primary school mathematics teachers.In this study,500 students and 5 mathematics teachers in the fifth grade of Baotou A Primary School were used as the research objects,and the research status of teachers' questions at home and abroad was analyzed by using the literature research means,and the classroom observation method was used to conduct classroom observation of the 20 normal classes of these five teachers,and 257 students in the fifth grade of Baotou A Primary School were randomly selected to conduct a questionnaire survey on mathematics classroom questions and interviewed teachers.On this basis,the data and materials obtained from classroom observation,questionnaire surveys and interviews were synthesized to analyze the current situation of classroom questions of mathematics teachers in the fifth grade of Baotou A Primary School,and it was believed that the effect of classroom questions was good overall,but there were also problems such as teachers' classroom questions that did not pay attention to the cultivation of students' awareness of problems,the expression of questions was not clear enough,the teacher's way of answering was single and unreasonable,and the research and reflection on classroom questions was not in-depth.From the aspects of paying attention to problem design,paying attention to students' awareness of problems,improving teachers' reasonable answers,and strengthening teachers' ability to ask questions in class,the strategies for coping are proposed.