Research On Question Strategy Of Mathematics Teachers In The Fifth Grade Of Elementary School

The new curriculum reform advocates the student-oriented teaching concept.Classroom questioning,as an indispensable and important link in the teaching process,is of great significance to students’ autonomous learning and the development of mathematical thinking and core accomplishment.Compared with other subjects,mathematics knowledge in primary school shows the characteristics of abstractness,logic and accuracy.The systematic and structural complexity of mathematics knowledge in fifth grade determines its importance in the whole learning process,and students’ thinking development and psychological development also enter the critical period,which puts forward higher requirements for the teaching of teachers at this stage.At present,teachers still have some shortcomings in classroom questioning.Therefore,how to better conduct classroom questioning,that is,the optimization of teachers’ classroom questioning strategies,not only affects the completion of teaching objectives,but also relates to teachers’ professional development,students’ math learning and the implementation of the new curriculum reform.This study adopts classroom observation and interview methods,and takes six mathematics teachers and more than 40 sections of "number and algebra" classroom teaching content in W Primary School as the research object.Firstly,the teacher’s questions and students’ answers in logarithm and algebra class were observed and recorded to understand the situation of classroom questions.Secondly,through interviews with teachers,on the one hand,we can understand teachers’ design,implementation and reflection on questioning,on the other hand,we can understand teachers’ understanding and application of classroom questioning strategies.Finally,through the analysis of the research results,it summarizes the problems of teachers’classroom questioning strategies,explores the reasons for the problems,and puts forward the corresponding countermeasures.Through the collation and analysis of the collected data,it is found that the fifth grade math teachers have the following problems in the classroom questioning strategy:first,the question time is not appropriate;Secondly,there is a tendency of immobilization and mechanization in teachers’ questioning.Thirdly,the imbalance between teacher’s question presupposition and classroom generation;Fourth,teachers ask questions that are not holistic and ignore individual thinking differences.The main reasons come from three aspects:first,the traditional questioning concept affects the teaching concept of teachers and dominates the teaching behavior of teachers;Second,teachers do not pay enough attention to classroom questions;Third,teachers lack of professional training related to classroom questioning.On this basis,four optimization approaches are proposed accordingly:First,teachers should be able to capture the best question time in the classroom,so as to give full play to the due value of the question.Secondly,teachers should actively explore teaching methods and ask questions flexibly.Thirdly,teachers should deal with the relationship between question presupposition and classroom generation to achieve a balance between them.Finally,it is necessary to strengthen the professional training of teachers,enrich their knowledge of classroom questioning,and provide practical guidance for teachers,so that teachers can realize efficient classroom questioning.