小学数学课堂“问题提出”的现状分析与对策研究

Current Situation Analysis and Countermeasure Research of"Problem Raising"in Primary School Mathematics Classroom

“问题提出”是突破数学教学重难点,实现高层次目标的重要手段,本次研究对部分特级教师与普通教师的提问行为作定性分析与价值判断,从提问前、提问中与提问后理答三维度展开,具体将从教师的提问准备、课堂的提问数量、问题指向类型及学生理答情况等四方面,剖析小学数学“问题提出”中存在的问题,以特级教师提问行为为参考,从简问、启问、精问、拓问等方面出发,为学生的理解走向深度提供参考性的实施建议。

"Question raising"is an important means to break through the major and difficult points in mathematics teaching and achieve high-level goals.This study makes a qualitative analysis and value judgment on the questioning behavior of some special grade teachers and ordinary teachers,and carries out the research from three dimensions of the management and answer before,during and after asking questions.Specifically,it will focus on the four aspects of teachers'preparation for questioning,the number of questions in class,the types of questions directed and students'management and answer.This paper analyzes the problems existing in the"question raising"of primary school mathematics,takes the questioning behavior of special grade teachers as reference,and provides reference suggestions for the implementation of students'understanding from the aspects of simple questioning,revealing questioning,precise questioning and extension questioning.