What is the significance of classroom questioning in mathematics teaching?

Classroom questioning is an important means of teachers' teaching, an organic combination of teaching activities and the "core of effective teaching". Classroom questioning is an important means to realize the interaction between teachers and students, an important way to realize the communication and understanding between teachers and students, and to cultivate students' independent personality and innovative spirit. It is the key to students' wisdom, the link of information output and feedback, and an indispensable teaching behavior for teachers to organize, lead and implement teaching.

However, due to many reasons, the role of questioning in the current primary school mathematics classroom teaching is far from enough, and the problem of poor effectiveness of questioning is quite prominent. Asking questions casually, lacking pertinence and inspiration; Closed questioning can't promote the pertinence and perfection of students' thinking; Problem separation, lack of experience in designing problems from the perspective of children; Asking questions is one-way. Asking questions is only a teacher's patent, and children are only in a passive state, leaving no room for children to think and ask questions effectively. The integration and flexibility of the problem are not fully considered. In a word, there is a problem of inefficiency in mathematics classroom teaching, which restricts the improvement of mathematics classroom teaching efficiency to some extent. I have some superficial experience in teaching how to optimize teachers' classroom questioning and inspire students' thinking.