How to effectively design and ask questions about the teaching of mathematics in the lower grades of

** Impressive teaching.

1. The design questions are pertinent. Conduct classroom questions on questions that students are interested in and questions that can cultivate students' logical and profound thinking;

2. The design questions are instructive. Teachers should combine the teaching materials and students' actual conditions, and put forward questions that are not only thoughtful, profound, but also inspiring, so as to mobilize students' active participation and active thinking.

3. Design hierarchical problems. A question may be solved in several steps, and each step of the question should be appropriate, and the question should not be reversed, but also pay attention to the cohesion, so that each question can play a role in triggering students' positive thinking;

4. The design problem is effective. Grasp the timing of questions and pay attention to seizing opportunities;

The teaching methods used in Mathematics in the lower grades are: doing extracurricular exercises, asking questions, and completing homework.

1. Do extracurricular exercises selectively: Spare time is very precious for middle school students, so they should be less and more precise when doing extracurricular exercises, as long as they do two or three questions a day, the days will be long, and the thinking will be much broader. Learning mathematical methods is important, but the spirit of hard work and excellence is even more important.

As long as you work hard, you will definitely be able to learn mathematics well.

2. Think diligently and ask more questions: First of all, for the laws and theorems given by the teacher, we must not only know "what it is" but also "know why it is true", so as to get to the bottom of it, which is the best way to understand. Secondly, you should be skeptical of any subject, especially science.

If you have any questions about the teacher's explanation and the content of the textbook, you should ask them and discuss them with the teacher. In short, thinking and asking questions is the best way to clear the hidden dangers of learning.

3. Completion of homework with high quality: The so-called high quality refers to high accuracy and high speed. When writing homework, sometimes the same type of question is practiced repeatedly, then it is necessary to consciously test the speed and accuracy, and be able to have deeper thinking about such questions after each time, such as the content it examines, the mathematical thinking methods used, the rules and skills of problem solving, etc.

In addition, the reflection questions assigned by the teacher should also be completed carefully. If you don't want to give up easily, you must carry forward the spirit of "nails", meditate and think whenever you have time, and inspiration will always come to you suddenly. Most importantly, it is an opportunity to challenge yourself.

Success leads to self-confidence, which is important for studying science; Even if you fail, this question will leave a deep impression.

Feng Guiqi of Chengguan Primary School in Tianzhi County The class question is one.

1. The teaching should be closely related to the teaching materials, and the teaching should be carefully designed before class.

2. Stick to the theme, make full use of the theme map, and ask questions through observation.

3. Adapt measures to local conditions and choose flexibly, which can be set up as an introductory teaching problem, or you can ask questions in the game, ask questions in discussions, and ask questions in practical activities.

4. Teach students according to their aptitude, the difficulty of raising questions is appropriate, the questions raised by the teacher are different according to different students, and some simple questions can be asked to the junior students in the class, so that students have the opportunity to perform, fully reflect the theme of the students' classroom, and also reflect that the teacher is the guide and collaborator.

1. When students' thinking is hindered, ask questions in time.

Where students' thinking is blocked, it is often the focus of teaching. When students' thinking is blocked, teachers should reduce the slope and difficulty by using foreshadowing and auxiliary questions, help students understand knowledge, let students think and explore knowledge by themselves, and promote the development of students' thinking.

2. When students' thinking is "fuzzy", ask questions in time.

The so-called "fuzzy" thinking means that students' understanding of knowledge is one-sided. When students' thinking is "ambiguous", teachers should use rhetorical questions or point-and-click questions to arouse students' reflection, cultivate students' ability to deeply understand the essence of things, apply correct thinking rules, and look at problems comprehensively and dialectically.

3. When students' thinking lacks depth, ask questions in time.

Due to the limitations of students' level of experience, they often lack in-depth thinking about problems, and only stay at a general or shallow level of understanding, and are satisfied with only half of the understanding. At this time, teachers should ask questions in a timely manner, step by step, and guide students' thinking to go deeper and expand to depth. ** Sexual questioning is conducive to students' further understanding of knowledge, and is more conducive to cultivating students' profundity of thinking and improving their thinking level.

Wei Chao's classroom questioning is an organic part of classroom teaching activities, and reasonable classroom questioning is conducive to inspiring students' positive thinking, communicating the emotional communication between teachers and students, and adjusting the classroom atmosphere. Classroom questioning is also the basic means for teachers to diagnose students' learning status and effectively improve teaching. "The art of teaching is all about asking questions appropriately and subtly guiding students to answer.

Through the study of "Teaching Strategies for Questioning and Reflection in Primary School Mathematics Classroom Teaching", I have felt a lot and reflected on my various aspects in the classroom, and I think that we should pay attention to several aspects: 1. Be able to ask. Regardless of the difficulty of the question, the content of the question should be closely related to the important and difficult points of the teaching material, so as to serve the effective completion of the teaching task, and strive for the perfect unity of content and form.

Special attention should be paid to avoiding the same questions and answers, especially the same questions and answers, which are the main reasons for students' laziness, blind attachment, and passivity in learning.

Once, I gave a few questions to my classmates, and after each one, I asked them, "Will it be?" "The unison of the classmates, the loud voice, made me very satisfied, who expected to arrange the results of the handover, but I was disappointed. Therefore, it is important to avoid general questions in class.

In fact, this kind of questioning is not only not conducive to students' acceptance of knowledge, but also will cause students to be bored with learning, so that many students become "Mr. Nanguo", but teachers can not understand the learning situation in a timely and accurate manner. The format of the questions is eclectic, but the purpose is clear, the intention is clear, and it needs to be enlightening. 2. The surface is lively, flashy, one question and one answer, frequent questions and answers.

Blindly pursuing an active classroom atmosphere, not studying the teaching materials and students deeply, so that the questions stay on the superficial communication, such questions are lively on the surface, but the essence is mere formality, superficial, can not enlighten students' thinking, and is meaningless. 3. There is no pause after asking a question or asking a roll call before asking a question, so students have no time to think. Immediately after asking a question, the intention may be to save time, but because students don't have time to think, they often end up asking questions that don't answer or answer what they are asking, which is counterproductive.

4. Asking questions should vary from person to person. There are forty or fifty students in a class, each of whom has their own personality, and some of them are smart, smart, lively and generous; Some are rigid and reserved; not good at words; There are also congenital deficiencies and slow responses. It is not easy for them to "learn" and "learn" through classroom teaching, which requires teachers to understand and grasp every student in the class in a comprehensive and detailed way, and to ask questions to the whole class, so that every student can think and think.

Teachers should create problem situations according to the actual situation of students, so that students can not only "jump to pick fruits", but also "build ladders" in a timely manner, so that they can have a successful experience.

Questioning in class is both a science and an art. The classroom environment changes at any time, so that the actual classroom questioning activities show more uniqueness and sensitivity. Only by fundamentally forming a correct understanding of classroom questioning can teachers make the effectiveness of classroom questioning vividly and vividly in teaching practice, make our mathematics classroom ups and downs, and make students truly experience the fun of intellectual competition!

Under the new round of curriculum reform, the design of mathematics teachers' activities in teaching is often presented in the form of serial problems. However, it is found that sometimes there are still some problems in the teacher's questions, which cannot really guide students to think deeply, resulting in the poor implementation of teaching efficiency and the difficulty of making great progress in students' performance.

It is mainly manifested in the following aspects:

1. Do not overstep the burden of solving problems In daily classroom teaching, in order to complete the teaching task in a hurry, the teacher asks the students to answer without giving them time to fully consider and discuss after raising questions, and the students cannot answer. At this time, the teacher thinks about how to complete the teaching task and improve the efficiency of the classroom, and invisibly neglects to inspire and induce the students, let alone adjust the angle of thinking, but hurriedly tells the answer and replaces the work that the students should do. As a result, self-answering of self-designed questions virtually dampened students' enthusiasm for learning, affected their learning emotions, and caused students' lazy thinking.

Second, the design of problems in the classroom should be divided into levels, teachers should do in-depth research on the teaching materials, fully understand the situation of students, do not overestimate them or too low, and the difficulty of the designed questions is moderate. The second is that teachers should not deliberately decompose the teaching content into many small problems in order to reflect the fluency of teaching, teachers and students ask and answer, teachers ask calmly, students answer fluently, neatly and uniformly, in essence, many problems have no thinking value, strictly speaking, they cannot be called problems. It is precisely these false questions that open up a thinking channel for students, limit the direction and route of thinking, and fail to achieve the expected learning goals.

In this way, it is impossible to expand the training of students' thinking, so that their learning stays in a state of stagnation, which naturally cannot be inspired, induced and expanded, and seriously hinders the cultivation of students' logical thinking ability. Therefore, in daily teaching, teachers should set questions as wide as possible to meet the learning and psychological needs of students at different levels. In this way, it can not only highlight the key points, but also give play to the exemplary role of the top students, and mobilize the enthusiasm of the junior students.

3. The teaching language needs to be further improved, and the characteristics of mathematical language are rigorous, concise, and symbolic. The teacher's questioning language should not only take into account the characteristics of mathematics as a subject, but also combine the cognitive characteristics of students. The language should be precise and concise, not ambiguous.

Questions with long sentences or questions that are difficult to understand should be repeated appropriately, while general questions should only be repeated so as not to make students develop the habit of not paying attention to the lecture.

In mathematics classroom teaching, we can focus on the theme of problems, seek practical methods, effectively carry out teaching activities, and guide students to combine learning and life practice, initially learn to ask questions from the perspective of mathematics, understand problems flexibly, solve problems creatively, and apply them reasonably. Classroom questioning is a comprehensive teaching art of questioning, stimulating interest and inducing thought, which is one of the ways to realize teaching feedback, and is the basic control means for teachers to open students' minds, promote students' thinking, and enhance students' awareness of active participation. It is not only widely used in teaching, advocated by teachers of the past and present, but also has a long history as teaching itself.

Improve students' mathematical quality and improve students' innovation awareness and practical ability in the process of problem raising and solving. In the teaching of mathematics in primary schools, not only teachers should ask questions, but also pay attention to cultivating students' questioning ability, which has a positive effect on developing students' intelligence, developing students' thinking, changing passive learning to active, and truly improving students' overall quality.

1. First of all, reflect on the current situation of classroom questioning: 1. Asking questions only for quantity, not for quality, too many questions and answers in the classroom often make students lack space and time for thinking, which is very lively on the surface, but in fact students are at a low level of cognition and thinking. 2. The answer is completely controlled by the teacherSometimes, even if we give students the opportunity to answer the questions, we will still interrupt the students' answers with great anxiety, or add personal evaluations hastily, which will affect the expression of students' personal thoughts, so that students cannot express their thoughts wholeheartedly.

3. The waiting time is too short, and the teacher stops in a very short time, and the student's thinking cannot enter the real thinking state, and the teacher does not give the student enough time and space. Classroom questioning is a mobilization of intellectual and non-intellectual factors, which can guide students' minds, mobilize their interest in learning, and stimulate students' desire to actively participate in mathematics learning activities. Teacher Si Miao Er once said:

We advocate big questions (there should be a certain amount of space), starting from the development of students' thinking, and we should be good at designing appropriate problem space (to have a certain direction), which is based on the learning cognitive level of primary school students, the characteristics of mathematics and the 40-minute limit of classroom teaching. Therefore, teaching should leave sufficient space for students to move, imagine and communicate, and teachers' questions should be inspiring and challenging, so that students can actively think and explore. 4. Teachers who do not pay attention to the use of classroom generative resources must not only be able to ask, but also be able to listen and listen to students' answers, so as to capture the available generative resources, otherwise, the problem will lose its due meaning.

The existence of the above problems seriously restricts the effectiveness of classroom questioning, making it inefficient or even ineffective. How to ask questions effectively in primary school mathematics classroom teaching.