How to break through the dilemma of classroom questioning, effective questioning strategies in the c

Classroom questions, teaching new knowledge, reviewing and consolidating, presetting question strings, stimulating and enlightening, practicing perception, constructing a reasonable cognitive structure, and promoting the effective implementation of teaching. Paying attention to certain strategies can make the questions in the class interesting, measured, thoughtful and effective.

1. Interesting. Classroom questions are closely related to the learning situation, and the recent development area puts forward appropriate and interesting questions, which not only stimulates the interest of learning, enlivens the classroom, but also achieves good teaching results.

**Question questioning, create a problem situation first, and then try**, give research results. Matchstick swing small fish ** situation. It takes 8 sticks to put one, then 2 small fish, it takes 14 small sticks, and 3 small fish need 20 sticks, so how many small sticks do you need to put 10 small fish?

What about N small fish? Just looking at the problem situation can stimulate curiosity and arouse interest. The students were all in high spirits and began to speculate.

Then discuss in groups, state the reasons, get different expressions, and recognize different expressions to express different ideas.

Guided problem-solving procedure: serial number, count the number of small rods, combined with the law of change in the number of figures, try to express (expressed in different algebraic formulas), substitute verification, and finally give the algebraic formula of expression.

Design QuestionCrosstalk Frank Thoughts: What is the variation law of the number of matches in the pendulum fish from the graph? What is the relationship between it and the serial number?

Can you think differently? Please use your brain to think, put pen to paper, try to do. Finally, the law of change of the number series is explored.

The interesting equal-difference sequence model of the matchstick pendulum fish will be imprinted in the hearts of students, and this **seed will germinate and grow into a mathematical tree**Reflection - autonomy**.

Second, there is a degree. The question is that it should be suitable for the cognitive characteristics of students, and should not be too simple, so that they can not use their brains to echo it; It can't be too slow and sleepy, and I have no ideas after thinking about it for a long time. Such as the relationship between the number of small fish sticks placed on matchsticks.

How did you come up with this relationship? Design problems should not be separated from graphics, but use both hands and brains to stimulate embodied thinking and burst out the spark of inspiration for thinking.

For example, since only the first goldfish has to be placed 8 sticks. Only 6 others are needed.

Therefore, if the first eight roots are regarded as "6+2", they will all be "the sum of 2 and several 6s" in the future, which can concisely express the law. If a fish bites the tail of a fish, which is reduced by 2, and the tail of 9 of the 10 small fish is bitten, another analysis idea is obtained.

The problem of design has a degree, but it is difficult and profound, and it does not mention the problem of boring and no thinking content, and the teaching materials are thoroughly understood, and the educational form is activated, and the teaching is relaxed and efficient.

3. Be thoughtful. The problem has value for thinking, and it can be clarified by "jumping". "There is value for thinking", unlike what there is.

Fourth, effective. Effectiveness is not blindly followed. Each reads and educates people together.

1. Reasonable design issues

Questions must be pre-designed before class questions can be asked. When designing questions, first, we should design different levels of questions according to the teaching content around the teaching objectives and learning requirements; Second, the design questions should be moderately difficult and moderate, and the depth should be moderate, which is in line with the cognitive level and personality characteristics of the students; Third, each problem should be closely connected and orderly; Fourth, the design of the problem should be concise and concise, highlighting the key points, difficulties and key points.

2. Ask questions to all students

The first is to ask questions to all students, so that all students can think positively; The second is to teach students according to their aptitude, according to the knowledge level of students to put forward different requirements, such as in the face of excellent students can be improved, in the face of students with learning difficulties can be appropriately reduced, so as to take into account the needs of students at different levels.

3. The language of the questions should be accurate and inspiring

The language of the teacher's questions should accurately express the intention of the question, be clear and concise, and avoid ambiguity. At the same time, the questions should be divergent and inspire students to think and ask questions from as many perspectives as possible.

Fourth, it is necessary to conduct evaluation and summary in a timely manner

The purpose of classroom questions is to check the effectiveness of learning and reinforce educational outcomes. Therefore, after the students finish the problems, the teacher should make an objective evaluation in a timely manner, affirm the correct part, correct the wrong part, and summarize and summarize the situation of the student's problem in a timely manner, so as to make the problem have a clear conclusion and let the student understand the shortcomings of his learning in time.

1.Appropriately grasp the difficulty of the problem. Psychology believes that the core of learning activities is the activity of thinking, and thinking is the internal vitality of an individual.

Classroom teaching can only be effective and achieve the best teaching effect only by activating the internal vitality of students, from simple to gradually complex. So we have to take the students into account when setting the questions. Only when the difficulty of the problem is reasonable, can the student's interest and potential be fully stimulated.

2. Grasp the breadth and depth of the problem. Teachers' classroom questions should not only be focused, but also flexible and comprehensive. While paying attention to breadth, it is important to pay attention to the depth of excavation. In this way, students can understand the problem deeply and thoroughly, and comprehend it deeply.

3. Grasp the strategy of questioning and ensure the effectiveness of questioning.

Ask questions effectively in class.

1.Set up questions and diagnose the process of thinking.

Taking science class as an example, teachers can set up classroom questions in a timely manner in the important links of teaching introduction, teaching knowledge, evaluation and knowledge transfer.

In the introduction session before the formal class, questions are set up to fully mobilize students' enthusiasm for learning, and questions are set up in the follow-up interactive session, focusing on the guidance of the way of thinking.

In the evaluation and reflection session, the teacher should diagnose the student's learning situation by asking questions, and have an in-depth understanding of the student's learning situation in terms of knowledge points, thinking methods, learning attitudes, etc.

Students are encouraged to talk about the thinking process as much as possible when asking questions, and the mistakes exposed in the thinking process are worth paying attention to. Because some students have the wrong idea, but the conclusions they draw may be correct, which masks the problem.

2.Find the right way to encourage your students.

Effective classroom questioning is the interaction of asking and answering, if it is just the teacher unilaterally throwing out the problem, and there is no student, then the classroom question is meaningless. In reality, there are many reasons why students don't like to ask questions, including:

Not confident, not understanding the question, not hearing the question clearly, feeling bored and not wanting to ask the question, etc.

Therefore, teachers can encourage students to ask questions from the following aspects:

Avoid asking questions that are too singular, such as "Where do the leaves of the tree grow?" Of course, some simple questions are useful in the introduction process, but too simple questions will discourage students, and they will have concerns: there is only one correct answer to this question, and it would be a shame for me to answer it wrong.

When asking questions, ask open-ended questions that allow students to express their ideas, such as "What do you know about leaves?" There is no standard answer to this type of question, and it encourages students to express and share their ideas freely.

After the teacher asks a question, after asking a question, don't call the students directly, give them time to think, and directly limit a specific time period such as 5 minutes or 10 minutes.

At the same time, students are encouraged to communicate with each other, and can be divided into several groups for discussion to avoid the awkward atmosphere where no one is speechless, and in addition, the classroom atmosphere is more relaxed, which is conducive to students' thinking and communication.

3.Assign the proportion of questions and set up open questions.

A problem is like a starting point, from which different answers can be derived, and the same problem can be solved, not necessarily in a fixed way.

Therefore, in the classroom questions, set the ratio of open questions to closed questions.

There is no single answer to an open-ended question, and every point of view can trigger new thinking, one link after another, which is a rigorous logical thinking process. For example, "How do you think it will react?" What is the reason for this reaction?

How do we solve this problem? "Wait. These are all open-ended questions.