小学数学教师课堂提问的现状与改进策略

The Status Quo and Improvement Strategy of Classroom Questioning of Elementary School Mathematics Teachers

“师问-生答”是数学课堂教学的基本形式,教师的提问方式对教学质量有重要影响。通过对我国18位著名小学数学特级教师和14位普通小学数学教师各一节课的提问行为进行定量分析发现,与特级教师相比,普通教师的提问数量更多,认知水平更低,封闭性更强,叫答方式同样以师班互动为主,但请单个学生回答更多。借鉴特级教师的提问策略,小学数学课堂教学宜减少提问数量,以增加学生思考的时间;减少低认知水平的提问,以提高学生思考的层次;减少封闭性提问,以扩大学生思考的空间;合理运用师班互动,增加请多位学生和小组回答的数量,以提高学生的参与度和交流深度。

Given that"teacher asks and students answer"is the basic form of classroom teaching,the way teacher asks questions has an important influence on the quality of teaching.In this study,classroom questioning of 18 special-grade mathematics teachers and 14 ordinary mathematics teachers in primary school were analyzed by the way of quantitative and qualitative analysis.The results show that,compared with special-grade teachers,ordinary teachers ask more questions,the cognitive levels of their questions are lower,and their questions are more closed.Furthermore,both kins of teachers emphasize the interaction between the teacher and the whole class while asking students questions,but ordinary teachers ask a single student to answer a single question more frequently.Drawing on the teaching strategy of special-grade teachers,elementary school mathematics teachers should reduce the number of questions to give more time for the students to think,reduce questions of low cognitive level in order to improve students'thinking skills,reduce the closed questions in order to expand the scope of students'thinking,reasonably use the interaction between the teacher and the whole class,and ask more students to answer questions to improve the students' participation and the depth of communication about understanding and thinking.