Introduction: Questioning in class is a complex art field in mathematics teaching. The above is obviously not exhaustive. However, as long as we math teachers can combine the scientificity and artistry of classroom questioning, make bold innovations in our usual teaching and strive to improve the quality of classroom questioning, we will get twice the result with half the effort. The artistic way of asking questions in primary school mathematics classroom

First, we should grasp the key points in asking questions

In teaching, we should find out the key problems of the textbook, that is, the key points and difficulties of the textbook. Ask questions in key points of the textbook, the key points will be highlighted, and ask questions in difficult points of the textbook, and the difficulties will be broken.

For example, when teaching primary school students the concept of fractions, the key point is to let students know what fractions are. Teachers can take out a moon cake and share it with Xiao Li and Xiao Qiang, and ask: What do you think is reasonable? Students answer; Average score. The teacher cut the moon cake into two pieces of equal size, and each person ate it half quickly. The teacher asked: how many copies of the half moon cake in your hand are we going to call it a few copies? Xiaoli looked at the moon cake in her hand and said: My moon cake is only one of two, should it be called one of two? Xiaoqiang also rushed to answer: My moon cake is also one of two, is it also called one of two? The teacher immediately replied: yes, we will use 1/2 to express it. Through a series of clever questions, students not only answered the questions themselves, but also deepened their understanding of the concept of score. On this basis, the key and difficult points will be solved.

second, questions should be related to knowledge

The internal relationship of mathematical knowledge is very precise. Every new knowledge is based on the old knowledge, and the new knowledge is the extension and development of the old knowledge, and their internal factors have built a bridge for students to master the new knowledge. Therefore, we should make full use of the connection point between old and new knowledge in teaching, and urge students to change from unknown to known.

For example, in the teaching of Calculation of Triangle Area, students have widely mastered the calculation methods of long, square and parallelogram areas, and learned the strategy of using cut-and-fill method to solve parallelogram area calculation. Therefore, the following questions can be designed for students to solve the problems through hands-on operation, observation and analysis, independent exploration and cooperative communication. First of all, cut into two triangles with the same size with rectangles, squares and parallelograms, so how to calculate the area of a triangle? Secondly, with two triangles of the same size, can we spell the figure we have learned? How to find the area of a triangle? Thirdly, begin to measure the data, fill in the operation experiment report, and find out the general method to find a triangle area.

Third, asking questions should be combined with students' way of thinking

Asking questions is a stimulant to stimulate students' positive thinking. The way of thinking of students is generally from concrete to abstract, from perceptual to rational, so when we ask questions, we should pay special attention to methods and skills. The language should be vivid, vivid and concrete, which is enlightening to some extent. At the same time, it should be aimed at the students' actual ability to master knowledge and accept it. It should not be too difficult or too easy, otherwise it will get twice the result with half the effort.

for example, are the students studying? What are the basic properties of ratio? After that, we can ask questions like this: First, let's consider the similarities and differences between the quotient invariance and the basic nature of fraction we learned in the past and the basic nature of ratio. Second, contact what we have learned before? What is the relationship between fraction, division and ratio? Knowledge, who can use the quotient invariant property and the basic property of fraction to illustrate the basic property of ratio? Asking questions like this not only reveals the relationship between knowledge? In contact, and students learn actively and develop their thinking.

4. Asking questions can promote the deepening of mathematics knowledge

Students always have to go through a process of understanding from ignorance to understanding, and from shallow to deep. Only when teachers ask questions appropriately at critical moments can they speed up the deepening of knowledge.

For example, when teaching the content of the sum of the internal angles of a triangle, the teacher shows an isosceles right triangle with courseware. The teacher asks: What is the sum of the internal angles of this isosceles right triangle? Health: 18 degrees. Teacher: Divide this isosceles right triangle into two triangles. What is the sum of the internal angles of each triangle? Some students immediately answered: 9 degrees. Teacher: How did you get 9 degrees? Health: Half of 18 degrees equals 9 degrees. Teacher: Is this the right calculation? The courseware demonstrates the process of dividing into two right triangles. )

through observation and thinking, students: each is 18 degrees. Teacher: What do you think? Teacher: Draw an arbitrary triangle, cut off three corners and spell. What corner can you spell? In this way, students can be enlightened and think smoothly by asking questions from the shallow to the deep, so that they can know more clearly that the sum of the internal angles of the triangle is 18 degrees, which has nothing to do with the size and shape of the triangle. In this way, they can deepen their knowledge and ask questions step by step, which is fascinating, enlightening their intelligence and helping them find the key to solving problems.

5. Ask questions in accordance with students' aptitude, and respect students' individual differences

Ask questions according to their own requirements. The most difficult questions are answered by top students, generally by middle students, easier for students with learning difficulties, and more professional questions are answered by students with special skills in this field. In this way, each question belongs to an apple that can only be picked by one jump for the students who answer it. Practice has proved that asking questions according to different people has a good effect on cultivating students' interest in learning at all levels, especially on breaking the fear of asking questions of poor students.

In short, teachers should ask questions scientifically and reasonably, and should conform to the principle of students' current situation. They should evaluate students' answers properly and always grasp one question. Degree? Word. It is necessary to ask questions for all students and students at different levels, so that students can achieve the effect of endless words and meanings. In particular, it is necessary to cultivate the learning interest and learning channels of underachievers. Only when teachers' questions are well combined with students' answers can students have a shock of thinking and stimulate their desire to explore actively, so as to carry out thinking, discussion, explore the law and gain new knowledge.