Research On Class Questioning Strategies Of Third-grade Mathematics Teachers In Primary Schools ——Take H Primary School In H City As An Example

Mathematics is one of the most basic courses in primary and secondary education,and the effectiveness of its teaching link has attracted much attention.The third grade of primary school is not only the starting point of the transition from childhood to adolescence,but also the initial stage of cultivating students’ mathematical logical thinking and computing ability.Since the third grade,the essence of mathematics learning is not only the memory of subject knowledge,but also mathematics teachers have paid more and more attention to the training of students’ logical thinking,which correspondingly increased the difficulty of mathematics teaching content.In the third grade mathematics classroom of primary school,"Teacher Questioning" plays an important role.It is an effective way to promote the interaction between teachers and students,carry out knowledge research and promote thinking collision.Therefore,the research on how to effectively ask questions by mathematics teachers in grade three of primary school can provide corresponding reference for teaching research to a certain extent.Starting from the survey and summary of "teachers’ Classroom Questioning",this paper determines the theoretical basis of the survey and research.According to the national primary school mathematics curriculum standard,taking the students and teachers in 6 classes of grade 3 of H primary school in H city as the key research object,this paper formulates the investigation tools,and focuses on the four important links of teaching questioning methods,characteristics,objects and teacher answers of grade 3mathematics teachers of H school through classroom observation.At the same time,the author also selected 192 third graders of H primary school as the main survey objects,and used the questionnaire survey method to analyze and investigate the students’ understanding of the content of mathematics teachers’ questions,the understanding of teachers’ questions,the application of teachers’ question content in classroom teaching and the feedback of mathematics teachers’ question evaluation.Finally,through the interview survey method as a supplementary research means,this paper carried out an interview study on six mathematics teachers in grade 3 of H school,in order to fully grasp the teachers’ design and implementation of mathematics problems and the teaching reflection on classroom questions after class.According to the analysis of the survey results,it is concluded that the third grade mathematics teachers in primary school lack the cognition of the third grade mathematics classroom questioning before class,can not properly and accurately implement the classroom questioning in class,and lack the reflective consciousness of classroom questioning after class.In view of this,this paper will give specific optimization strategies: primary school mathematics teachers should optimize the content of classroom questions according to the thinking characteristics of third grade students before teaching;Enrich questioning skills in class to improve guidance and answer skills;After class,they are diligent in teaching reflection to enhance their questioning quality.The improvement of the questioning ability and skills of the third grade mathematics teachers in primary school has certain practical significance for the third grade students to carry out in-depth learning,exercise the mathematical logical thinking ability and improve the teaching quality.