Research On Questions In New Elementary School Mathematics Classes From The Perspective Of Deep Learnin

Question is the life of teaching,question is the heart of mathematics,from "double base" to "four base," from "three-dimensional goal" to "core literacy," deep learning has become the key to promote the new curriculum reform,cultivate students’ core literacy,and promote the development of comprehensive quality.Therefore,from the perspective of deep learning,it is necessary to analyze the current situation of questioning in the new primary school mathematics classroom.Through literature analysis,this study combs the research status of deep learning and classroom questioning at home and abroad,clarifies the relationship between the two,and summarizes the primary mathematics classroom questioning under deep learning into seven principles.Taking 12 new mathematics classes in T City N Primary School as the research object,this paper conducted classroom observation from five aspects: questioning,waiting,pointing,answering,answering and reasoning.Eight teachers were interviewed and 202 students were investigated by questionnaire.From the perspective of classroom teaching,teachers and students,understand the current situation of questioning in the new classroom teaching of primary mathematics under the perspective of deep learning,and analyze the causes of the problems,and put forward suggestions for improvement.The problems of questioning in the new primary school mathematics classroom under the perspective of deep learning can be summarized into the following six points: the form of questioning is greater than the content,and the cultivation of higher-order thinking is ignored;The problem lacks hierarchical structure,and it is not easy to promote migration and integration;Waiting time is not enough,it is difficult to form a deep experience;Neglecting the difference of students’ individuality and failing to embody the student body;The students’ response level is low and lack of critical reflection consciousness;The method is too single and lacks targeted evaluation.In order to change this situation,six suggestions are put forward: to determine the core issues,to achieve accurate teaching;Create real situations to promote knowledge transfer;Experienced effective trial and error around generating resources;Pay attention to waiting time,clever use of questioning;Cultivate the consciousness of reflection and advocate the critical innovation;Provide positive feedback that points to higher-order thinking.In short,the new teaching of mathematics in primary schools needs to continuously improve the quality of classroom questions,so that the core literacy can truly be implemented,and deep learning can truly happen.