| In the "Compulsory Education Mathematics Curriculum Standards(2022 Edition)",new requirements are put forward for teachers’ classroom teaching:based on student development and guided by core literacy,students are cultivated to discover and propose mathematical problems from daily life,use mathematical knowledge to explore methods of analysis and problem solving,experience independent thinking and cooperate with others to communicate and solve problems.In order to achieve the specific teaching requirements of the new curriculum standard,it is necessary to implement the new curriculum standard into the primary school mathematics classroom teaching,and the middle of primary school is a critical period for students’ growth,and it is also the best period to cultivate students’ mathematical logical thinking and computing ability.In the middle of primary mathematics classroom,"teacher questions" play an important role and are an effective way to cultivate students’ core literacy.Therefore,the study of classroom questions by teachers in the middle of primary schools can provide corresponding reference for teaching research to a certain extent.Based on the theory of communication teaching,effective teaching theory and cognitive goal classification theory,this study takes the middle section mathematics teachers of five primary schools in Y City as the research object,combines the characteristics of the middle of the primary school,analyzes the classroom questioning theory of mathematics teachers in the middle of primary school under the background of the new curriculum standard,and clarifies the requirements,principles and values of classroom questioning for mathematics teachers in the middle of primary school.Comprehensively using questionnaire method,interview method and observation method,the classroom questions of mathematics teachers in the middle of five primary schools in Y City were investigated and studied from the five levels of questioning objectives,design,implementation,interaction and feedback,showing the current situation of classroom questioning of mathematics teachers in the middle of primary schools:there are differences in the questioning goals of teachers of different genders.When teachers design questions,the source of materials is related to the teaching age;The clarity of the question chain is directly proportional to student achievement;Most teachers leave students the right waiting time to think;When teachers ask questions,the target of the question is more biased towards boys.Based on the real situation of teachers in the middle of primary school asking questions in the classroom,it is found that there are the following problems:the goal of questioning is mainly testing;Lack of logic in the questioning design;Questioning implementation ignores the student body;The audience for questioning is biased;Asking questions doesn’t work well.It also explores the reasons for the problems:teachers’ one-sided understanding of the ontological goals of the subject,teachers are subject to their own professional quality limitations,teachers have long occupied the main body of questioning,teachers are accustomed to teaching indirect experience,and teachers lack the awareness of cooperation and communication.According to the above problems and related reasons,combined with the specific requirements of the new curriculum standard for classroom questioning,the following main optimization strategies are proposed from five aspects:questioning objectives,design,implementation,interaction and feedback.First,clarify the goal of questioning,guided by core literacy;The second is to optimize the design of questions to promote students’ thinking progress;The third is the implementation of efficiency questioning to strengthen students’ sense of subjectivity;The fourth is to pay attention to the interaction of questions and ask questions to all students;Fifth,strengthen feedback on questions and give play to the practical utility of asking questions. |
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