Research On The Present Situation And Strateies Of Effective Questioning In The Mathematics Classroom Of An Elementary School

Classroom questioning is a particularly important link in school teaching activities,which directly affects whether the classroom teaching objectives can be achieved and the learning effect of students in the classroom.Compared with other learning periods,the classroom questioning of primary school mathematics should pay more attention to the thinking and cognitive characteristics of pupils.The new curriculum standard(2022 edition)proposes that the mathematics curriculum in primary school should train students to observe the world with mathematical vision,think about the world with mathematical thinking,and express the world with mathematical language.Under the background of double reduction policy,the requirements for classroom teaching effect are higher,and there are still many problems in the questioning link in the current primary school mathematics classroom.Therefore,the current situation of primary school mathematics classroom questioning is deeply investigated,and the actual problems and causes are found and analyzed,so as to put forward the corresponding strategies to improve the level of questioning.The focus of the research object of this research for primary school teachers and students,Harbin H through classroom observation,questionnaire and interview with teachers methods to analyze current status of elementary school mathematics classroom effective questions,about the effect of classroom questioning,analyzing the cause of the elementary school mathematics classroom questioning existence deficiency,thus promoted the level of teachers’ classroom questioning strategies.This study is divided into four parts:The first part is the introduction.It includes the reasons for choosing the topic,current research status and review,core concepts,theoretical basis,research ideas and methods.The second part is the elementary school mathematics classroom effective question overview.This paper expounds the practical significance of classroom questioning for primary school mathematics classroom from three aspects: question type,question standard and question function.The third part is the current situation and reason analysis of the effective questioning in primary school mathematics classroom.The research shows that there are mainly the following problems: uneven opportunities for students to answer questions,non-standard question language,unreasonable question design,superficial answer methods,etc.The main reasons for the above problems are: teachers lack of classroom question skills,teachers’ limited professional level,etc.The fourth part is the promotion strategy of effective questioning in primary school mathematics classroom.Suggestions for improvement are put forward in the three links of problem design,problem implementation and problem feedback.