I think teachers should first update their educational concepts and adopt a teaching model that is more suitable for students to play their subjectivity. Although some contents of science are easy to understand and students love learning, some contents are far away from them. If you don't understand, you don't like learning. This requires us to create a harmonious and relaxed atmosphere for students, so that students can dare to think and ask their true feelings. Let students feel that teachers and students are equal, explore and study together. If the questions raised by students are far from the teaching content or the questions are harmless, teachers should first give positive encouragement and praise him for daring to ask questions, and then give inspiration and encouragement to let them sit down with a sense of accomplishment.
Secondly, it is necessary to eliminate students' psychological barriers, emancipate their minds, lay down their burdens, and encourage students to dare to ask and love to ask. Teachers should make students realize the importance of learning to question. Through Edison's "Can I hatch a chicken" and Newton's "Why did the apple fall to the ground", students are educated to learn the thinking quality of scientists who are good at thinking and exploring, so that students can understand the truth that "doubts can be asked, most of the known knowledge" and "thinking begins with doubts and surprises". Also tell students that classroom questioning is not the patent of teachers or some students, everyone can ask questions, and only in the process of asking questions from each other can thinking be developed.
Students don't ask questions because they don't know where to start and what kind of questions to ask. In the initial stage, teachers should show students the thinking process of finding problems through demonstration questions, so that students can be inspired and have laws to follow. Of course, teachers should also pay attention to inspiring and guiding students to try to ask questions on the basis of demonstrating questions.
1. Ask questions from the topic
Many text topics in the textbook have the function of making the finishing point. Guiding students to ask questions on topics is not only conducive to exploration and understanding, but also can cultivate students' questioning ability. For example, teaching the fourth science lesson "Roots and Stems" in the fifth grade, and guiding students to ask questions after putting forward topics. Ask the students: Who can tell the root and stem? How many can you name? It paves the way for a better understanding of the roots and stems of plants.
2. Ask questions from the key and difficult points of the topic
Asking questions about the key points and difficulties of the topic will not only help students to explore the theme of this lesson in depth, but also help teachers to teach around this topic in the teaching process. For example, when teaching the eighth lesson of the fifth grade "cactus thorns", a student mentioned: "Why do you say that cactus thorns are leaves of a plant?" The other students burst into laughter after listening. When I asked them how to explain, they were speechless. In fact, this seemingly simple question is very valuable. By comparing with the explanation of lotus leaf, this problem has been solved, and the students understand the reason why the leaves of plants living in the desert are abnormal.
The process of students' learning is not only a process of accepting knowledge, but also a process of discovering, asking, analyzing and solving problems. Without problems, it is difficult to induce and arouse students' thirst for knowledge, and students will not think deeply. Then, learning can only be a superficial form. Therefore, we must change the concept of education, no longer regard classroom questioning as a teacher's patent, but let students actively study, think, question and ask questions, so that they can constantly generate new valuable questions in the process of teacher-student interaction and solve problems, and let new questions inspire students to explore and discover constantly. In this virtuous circle, students can build knowledge, form ability and constantly cultivate their own problem consciousness. Below, in view of the phenomenon that students rarely ask questions or will not ask questions in teaching, the author talks about how to guide students to ask questions in classroom teaching.
First, create an equal and harmonious learning and communication atmosphere, so that students dare to ask questions.
The teaching process is a process of dialogue and communication between teachers and students. In this process, different teacher-student relationships will produce different effects. If teachers can't get out of the traditional role of teaching dignity and remain self-centered, it will inevitably make the classroom atmosphere tense. In this way, students will not have the opportunity to ask questions even if they have questions, or they are afraid or unwilling to ask questions for fear of causing teachers' censure and ridicule. On the contrary, if teachers can equally participate in students' learning activities as organizers, guides and participants, and interact with students at zero distance, students will eliminate the burden of tension and fear, open their hearts for teachers and classmates, speak freely and express their feelings, ideas, confusion and doubts. (Remaining 1836 words)
Carefully design classroom questions to guide students to learn effectively.
The ancients said: "Learning is more expensive than doubt, small doubts make small progress, and big doubts make great progress." Halmos, a famous American mathematician, also said: Problems are the core of mathematics. With questions, thinking has a direction; With problems, thinking has motivation; With questions, thinking is innovative. Classroom questioning is an important means to achieve teaching objectives and promote the interactive exchange of information between teachers and students. In primary school mathematics teaching, proper questioning plays a positive role in inspiring students' thinking, activating classroom atmosphere, checking teaching effect and improving teaching quality. However, in actual teaching, it is an effective way to improve teaching efficiency for teachers to skillfully introduce questions into teaching and serve teaching and master the skills and methods of classroom questioning. This is a subject worthy of our exploration. In many years of educational practice, I have some superficial views to discuss with you.
First, a new understanding of the value of classroom questioning
Teachers' questions and students' answers in primary school mathematics classroom are not only the process of teaching information dissemination, but also the process of emotional exchange and cooperation between teachers and students. As a kind of elementary school mathematics teaching behavior, classroom questioning has its teaching value mainly reflected in the following three aspects:
1. Questioning is the mobilization of intellectual and non-intellectual factors, which can concentrate students' attention, guide students' thinking, stimulate students' enthusiasm for learning and arouse students' desire to actively participate in mathematics learning activities.
2. Questioning, as the call and mobilization of interactive activities in primary school mathematics teaching, can promote students to express their views, express their emotions, strengthen communication among students and promote interpersonal activities.
3. Questioning is the management behavior of mathematics classroom teaching order, which can maintain the normal and orderly teaching order and make students concentrate on mathematics teaching.
In short, we teachers should fully understand and give full play to the teaching value of questioning, change the previous action mode that questioning pays too much attention to cognitive benefits and ignores emotional and behavioral benefits, strengthen the role of questioning in improving students' emotion and experience accumulation in mathematics learning, meet students' emotional needs at different levels in mathematics classroom learning, and promote the harmonious development of students' knowledge, emotion and meaning.
Second, reflect on our classroom questions
In our whole classroom, teachers and students are very happy when they ask and answer questions. However, inefficient and repetitive problems, or irrelevant problems, etc. Not only the students' thinking is not inspired, but also the teaching efficiency is minimal. What is the reason? I think there are the following aspects:
(A) the lack of subjectivity in questioning
The process of classroom teaching is the process of solving one problem after another, so who found and raised one problem after another? This is a question of who is the subject of teaching. In the process of "question-answer-feedback" in classroom teaching, who leads the questioning and who gives feedback directly affects the students' subjective position. Einstein said: For students, asking a question is often more important than solving a problem. Because solving a problem is to use the existing knowledge, experience or model to solve the problem, and raising a problem is to re-examine and understand a contradiction from a new angle, break through the inherent way of thinking and creatively raise a question. It can be seen that students should be the main body when asking questions, and their dominant position should be respected. But what is the truth? I think our classroom questioning is controlled under the strict and orderly leadership of the teacher. Teachers design lesson plans earlier and put them forward one by one in class, while students just wait for the teacher's questions and answer them with a standard answer. This single-phase teacher asking students is essentially a disguised teacher-led way, and students' autonomy and initiative have not been implemented.
(B) the design of the problem is lack of inquiry
When students "have no questions", teachers "need to teach with questions", ask questions, guide students to think, participate in teaching activities and show their creativity. A good question can stir up a thousand waves with one stone. But many times we ask questions for the sake of asking questions, which are divorced from the reality of students, or superficial or not targeted. As Mr. Zhang Zhigong pointed out, "Questions are so straightforward and simple that students can answer them without thinking." Words like "can" and "can" look lively and lively, but they are of no practical value. "The questions are too circuitous and abstruse, and students can't even understand the main points of the questions for a long time, just like solve riddles on the lanterns"; The question is too general and irrelevant. Students can just answer a few words casually. It's hard to say whether he is right or wrong. The lack of enlightening and exploratory questions like this is a taboo in mathematics teaching. It can't make students think and teach, on the contrary, it discourages students' enthusiasm for learning.
(C) the answer to the question is lack of guidance
In practical teaching, we often ask students to answer questions as soon as they ask them. Indifferent to people who don't say a word; Shake your head at those who answer irrelevant questions. For questions that can't be answered or can't be answered completely, I can't wait to find another classmate until I get the correct answer. In the process of answering questions, the teacher neglected to encourage, guide and inspire the students. Without reflecting the leading role of teachers in teaching, students cannot open an account without asking questions.
Third, improve the practice of asking questions in class.
(A) create a pleasant problem situation, and induce students to participate in learning.
Create a good problem situation, introduce learning into the situation related to the study of unknown problems, bring students' thinking into a new situation, let students realize that the problem is the existence of objective facts, and at the same time create a suspense psychologically, in the best psychological state of "thinking, but not saying", so as to use their brains to find a solution to the problem. In teaching, teachers can design riddle situations, story situations, game situations, animation situations and life situations. Starting from the examples, objects and facts that students like to see and hear, abstract mathematical knowledge is linked with vivid real life content, and students' desire for knowledge is stimulated. For example, when teaching "Fractional Application Problem", we can tell a story of "Eight Pigs Eating Peaches": the Monkey King planted a peach tree in Huaguoshan, and the peach was ripe. The Monkey King was on a business trip and was taken advantage of by greedy pigs. On the first day, he stole peaches from the whole tree, and then he stole existing peaches every day. When he stole them for four days and wanted to have a hearty meal, the Monkey King came back. Looking at the eaten peaches, the Monkey King was very angry. He raised his staff and beat Pig Bajie, and Pig Bajie reluctantly fled. The Monkey King looked at the remaining 20 peaches on the tree and shook his head. Students, do you know how many peaches there are on this peach tree? Designing such a story situation can stimulate students' desire for learning and make them in a state of active exploration and learning. Students are eager to try and think positively: divide the peaches on the tree into five parts. On the first day, they ate the total, leaving four parts. On the second day, they ate the total, leaving three parts ... so that they just ate the total every day, so they can get the total: 20÷= 100.
(2) Grasping key issues and promoting students' positive thinking.
Teachers should ask questions in the key points of knowledge, the difficulties of understanding, the turning point of thinking and the exploration of laws. Asking questions at key points of knowledge can highlight key points, disperse difficulties and help students remove learning obstacles. Asking questions at the turning point of thinking is conducive to promoting the transfer of knowledge and building and deepening the new knowledge learned. For example, when teaching "the area of a circle", teachers organize students to operate intuitively, cut the circle into an approximate rectangle, and derive the area formula of the circle by using the area formula of the rectangle. The internal connection of knowledge here is what is the relationship between the area of the assembled approximate rectangle and the area of the original circle? What is the length and width of an approximate rectangle? In order to put forward these two questions in time, the teacher asked the students to operate first, divide a circle into 8 parts and 16 parts on average, and cut it into an approximate rectangle. Teacher's suggestion: ① If the circle is divided into 32 parts and 6 4 parts on average ... what about the numbers spelled like this? ② What is the length and width of this approximate rectangle? ③ How to deduce the area formula of a circle from the rectangular area formula? Students quickly deduced that rectangular area = length × width. Area of a circle = half circumference × radius =(2πr/2)×r=πr[2] Asking questions where the rules are sought can encourage students to think actively in class, so that students can learn new knowledge through their own thinking, acquire new rules and feel the fun of learning.
(3) Pay attention to the openness of questions and cultivate students' flexibility.
Designing open questions in classroom teaching can promote students to observe problems comprehensively and think deeply, and explore, discover and summarize problems with unique thinking methods, which is undoubtedly very beneficial to cultivating students' innovative thinking. For example, in the fourth grade, when teaching the combination of graphics, after asking students to spell out rectangles, squares and parallelograms with triangles of different shapes, the teacher further asked: What beautiful patterns can be spelled out with triangles of different colors? After such a question, students will open their minds and use their imagination, which will have unexpected effects. The reason why in classroom teaching, while cultivating students' thinking of seeking common ground, we can't ignore the development of their thinking ability of seeking differences, because seeking differences is the source of creative thinking, and open questions are one of the most effective ways to cultivate them. Therefore, in addition to planning and purposefully designing some problems with multiple solutions to one question, changing one question and using multiple questions, and cultivating students' ability to explore problems in an all-round and multi-level way, we should also design some open questions and develop innovative thinking. Another example is: in the first grade teaching, the teacher guides the students to find the arrangement law from the differences in color, shape and quantity of objects, and then displays the dancing pictures (dynamic pictures) of male and female students in a circle. The teacher asked: At the June 1st party, this program appeared in our class, and the students carefully observed it. What pattern did you find? Through observation, students find that they can find rules from the arrangement of boys and girls, clothing styles, colors and dance movements, and even can exert their imagination in more aspects.
(D) Pay attention to step-by-step questioning and guide students to explore systematically.
Asking questions should have a gradient, easy first and then difficult, in line with students' cognitive laws, so that students can pick fruits with a "jump" or appropriate force. Therefore, the difficulty of asking questions in class should be moderate, not too difficult, otherwise students will lose their confidence in learning and can't keep their persistent inquiry psychology, thus making the questions worthless. In mathematics learning, sometimes some things are difficult to think about, and it is difficult for students to draw conclusions at once. In teaching, we can break down these difficult problems into several "small questions" suitable for students to answer step by step. These small problems revolve around the same knowledge point, from the shallow to the deep, and are interrelated, so that students' thinking can develop in depth according to a certain level, so as to have a correct understanding of the new knowledge as a whole. For example, when teaching "circumference", first guide students to measure the circumference and diameter of a circle and find out the relationship between the circumference and diameter of a circle. Then ask: 1, what is the circumference of a circle? What do you mean? If you know the diameter of a circle, how can you find its circumference? If you know the radius of a circle, can you calculate its circumference? Why? Can you sum up the formula for calculating the circumference?
In short, teachers' questions must run through the induced thinking in classroom teaching, so that students can be drawn from simple to complex, from doubt to doubt. When asking questions, we should pay special attention to methods and skills, and the language of questioning should be vivid, vivid, specific and accurate, so as to be enlightening and inspiring. Questions should also be aimed at students' actual knowledge and acceptance. The difficulty of the topic should not exceed the scope allowed by the students' understanding ability. Teachers should have a clear idea of the question, ask questions step by step, step by step, and go downstream, so that students can answer questions and achieve our intention of asking questions, so that students can learn and master knowledge in a relaxed and happy mood.
How to effectively guide students to ask questions
I think teachers should first update their educational concepts and adopt a teaching model that is more suitable for students to play their subjectivity. Although some contents of science are easy to understand and students love learning, some contents are far away from them. If you don't understand, you don't like learning. This requires us to create a harmonious and relaxed atmosphere for students, so that students can dare to think and ask their true feelings. Let students feel that teachers and students are equal, explore and study together. If the questions raised by students are far from the teaching content or the questions are harmless, teachers should first give positive encouragement and praise him for daring to ask questions, and then give inspiration and encouragement to let them sit down with a sense of accomplishment.
Secondly, it is necessary to eliminate students' psychological barriers, emancipate their minds, lay down their burdens, and encourage students to dare to ask and love to ask. Teachers should make students realize the importance of learning to question. Through Edison's "Can I hatch a chicken" and Newton's "Why did the apple fall to the ground", students are educated to learn the thinking quality of scientists who are good at thinking and exploring, so that students can understand the truth that "doubts can be asked, most of the known knowledge" and "thinking begins with doubts and surprises". Also tell students that classroom questioning is not the patent of teachers or some students, everyone can ask questions, and only in the process of asking questions from each other can thinking be developed.
Students don't ask questions because they don't know where to start and what kind of questions to ask. In the initial stage, teachers should show students the thinking process of finding problems through demonstration questions, so that students can be inspired and have laws to follow. Of course, teachers should also pay attention to inspiring and guiding students to try to ask questions on the basis of demonstrating questions.
1. Ask questions from the topic
Many text topics in the textbook have the function of making the finishing point. Guiding students to ask questions on topics is not only conducive to exploration and understanding, but also can cultivate students' questioning ability. For example, teaching the fourth science lesson "Roots and Stems" in the fifth grade, and guiding students to ask questions after putting forward topics. Ask the students: Who can tell the root and stem? How many can you name? It paves the way for a better understanding of the roots and stems of plants.
2. Ask questions from the key and difficult points of the topic
Asking questions about the key points and difficulties of the topic will not only help students to explore the theme of this lesson in depth, but also help teachers to teach around this topic in the teaching process. For example, when teaching the eighth lesson of the fifth grade "cactus thorns", a student mentioned: "Why do you say that cactus thorns are leaves of a plant?" The other students burst into laughter after listening. When I asked them how to explain, they were speechless. In fact, this seemingly simple question is very valuable. By comparing with the explanation of lotus leaf, this problem has been solved, and the students understand the reason why the leaves of plants living in the desert are abnormal.
The process of students' learning is not only a process of accepting knowledge, but also a process of discovering, asking, analyzing and solving problems. Without problems, it is difficult to induce and arouse students' thirst for knowledge, and students will not think deeply. Then, learning can only be a superficial form. Therefore, we must change the concept of education, no longer regard classroom questioning as a teacher's patent, but let students actively study, think, question and ask questions, so that they can constantly generate new valuable questions in the process of teacher-student interaction and solve problems, and let new questions inspire students to explore and discover constantly. In this virtuous circle, students can build knowledge, form ability and constantly cultivate their own problem consciousness. Below, in view of the phenomenon that students rarely ask questions or will not ask questions in teaching, the author talks about how to guide students to ask questions in classroom teaching.
First, create an equal and harmonious learning and communication atmosphere, so that students dare to ask questions.
The teaching process is a process of dialogue and communication between teachers and students. In this process, different teacher-student relationships will produce different effects. If teachers can't get out of the traditional role of teaching dignity and remain self-centered, it will inevitably make the classroom atmosphere tense. In this way, students will not have the opportunity to ask questions even if they have questions, or they are afraid or unwilling to ask questions for fear of causing teachers' censure and ridicule. On the contrary, if teachers can equally participate in students' learning activities as organizers, guides and participants, and interact with students at zero distance, students will eliminate the burden of tension and fear, open their hearts for teachers and classmates, speak freely and express their feelings, ideas, confusion and doubts. (Remaining 1836 words)
Carefully design classroom questions to guide students to learn effectively.
The ancients said: "Learning is more expensive than doubt, small doubts make small progress, and big doubts make great progress." Halmos, a famous American mathematician, also said: Problems are the core of mathematics. With questions, thinking has a direction; With problems, thinking has motivation; With questions, thinking is innovative. Classroom questioning is an important means to achieve teaching objectives and promote the interactive exchange of information between teachers and students. In primary school mathematics teaching, proper questioning plays a positive role in inspiring students' thinking, activating classroom atmosphere, checking teaching effect and improving teaching quality. However, in actual teaching, it is an effective way to improve teaching efficiency for teachers to skillfully introduce questions into teaching and serve teaching and master the skills and methods of classroom questioning. This is a subject worthy of our exploration. In many years of educational practice, I have some superficial views to discuss with you.
First, a new understanding of the value of classroom questioning
Teachers' questions and students' answers in primary school mathematics classroom are not only the process of teaching information dissemination, but also the process of emotional exchange and cooperation between teachers and students. As a kind of elementary school mathematics teaching behavior, classroom questioning has its teaching value mainly reflected in the following three aspects:
1. Questioning is the mobilization of intellectual and non-intellectual factors, which can concentrate students' attention, guide students' thinking, stimulate students' enthusiasm for learning and arouse students' desire to actively participate in mathematics learning activities.
2. Questioning, as the call and mobilization of interactive activities in primary school mathematics teaching, can promote students to express their views, express their emotions, strengthen communication among students and promote interpersonal activities.
3. Questioning is the management behavior of mathematics classroom teaching order, which can maintain the normal and orderly teaching order and make students concentrate on mathematics teaching.
In short, we teachers should fully understand and give full play to the teaching value of questioning, change the previous action mode that questioning pays too much attention to cognitive benefits and ignores emotional and behavioral benefits, strengthen the role of questioning in improving students' emotion and experience accumulation in mathematics learning, meet students' emotional needs at different levels in mathematics classroom learning, and promote the harmonious development of students' knowledge, emotion and meaning.
Second, reflect on our classroom questions
In our whole classroom, teachers and students are very happy when they ask and answer questions. However, inefficient and repetitive problems, or irrelevant problems, etc. Not only the students' thinking is not inspired, but also the teaching efficiency is minimal. What is the reason? I think there are the following aspects:
(A) the lack of subjectivity in questioning
The process of classroom teaching is the process of solving one problem after another, so who found and raised one problem after another? This is a question of who is the subject of teaching. In the process of "question-answer-feedback" in classroom teaching, who leads the questioning and who gives feedback directly affects the students' subjective position. Einstein said: For students, asking a question is often more important than solving a problem. Because solving a problem is to use the existing knowledge, experience or model to solve the problem, and raising a problem is to re-examine and understand a contradiction from a new angle, break through the inherent way of thinking and creatively raise a question. It can be seen that students should be the main body when asking questions, and their dominant position should be respected. But what is the truth? I think our classroom questioning is controlled under the strict and orderly leadership of the teacher. Teachers design lesson plans earlier and put them forward one by one in class, while students just wait for the teacher's questions and answer them with a standard answer. This single-phase teacher asking students is essentially a disguised teacher-led way, and students' autonomy and initiative have not been implemented.
(B) the design of the problem is lack of inquiry
When students "have no questions", teachers "need to teach with questions", ask questions, guide students to think, participate in teaching activities and show their creativity. A good question can stir up a thousand waves with one stone. But many times we ask questions for the sake of asking questions, which are divorced from the reality of students, or superficial or not targeted. As Mr. Zhang Zhigong pointed out, "Questions are so straightforward and simple that students can answer them without thinking." Words like "can" and "can" look lively and lively, but they are of no practical value. "The questions are too circuitous and abstruse, and students can't even understand the main points of the questions for a long time, just like solve riddles on the lanterns"; The question is too general and irrelevant. Students can just answer a few words casually. It's hard to say whether he is right or wrong. The lack of enlightening and exploratory questions like this is a taboo in mathematics teaching. It can't make students think and teach, on the contrary, it discourages students' enthusiasm for learning.
(C) the answer to the question is lack of guidance
In practical teaching, we often ask students to answer questions as soon as they ask them. Indifferent to people who don't say a word; Shake your head at those who answer irrelevant questions. For questions that can't be answered or can't be answered completely, I can't wait to find another classmate until I get the correct answer. In the process of answering questions, the teacher neglected to encourage, guide and inspire the students. Without reflecting the leading role of teachers in teaching, students cannot open an account without asking questions.
Third, improve the practice of asking questions in class.
(A) create a pleasant problem situation, and induce students to participate in learning.
Create a good problem situation, introduce learning into the situation related to the study of unknown problems, bring students' thinking into a new situation, let students realize that the problem is the existence of objective facts, and at the same time create a suspense psychologically, in the best psychological state of "thinking, but not saying", so as to use their brains to find a solution to the problem. In teaching, teachers can design riddle situations, story situations, game situations, animation situations and life situations. Starting from the examples, objects and facts that students like to see and hear, abstract mathematical knowledge is linked with vivid real life content, and students' desire for knowledge is stimulated. For example, when teaching "Fractional Application Problem", we can tell a story of "Eight Pigs Eating Peaches": the Monkey King planted a peach tree in Huaguoshan, and the peach was ripe. The Monkey King was on a business trip and was taken advantage of by greedy pigs. On the first day, he stole peaches from the whole tree, and then he stole existing peaches every day. When he stole them for four days and wanted to have a hearty meal, the Monkey King came back. Looking at the eaten peaches, the Monkey King was very angry. He raised his staff and beat Pig Bajie, and Pig Bajie reluctantly fled. The Monkey King looked at the remaining 20 peaches on the tree and shook his head. Students, do you know how many peaches there are on this peach tree? Designing such a story situation can stimulate students' desire for learning and make them in a state of active exploration and learning. Students are eager to try and think positively: divide the peaches on the tree into five parts. On the first day, they ate the total, leaving four parts. On the second day, they ate the total, leaving three parts ... so that they just ate the total every day, so they can get the total: 20÷= 100.
(2) Grasping key issues and promoting students' positive thinking.
Teachers should ask questions in the key points of knowledge, the difficulties of understanding, the turning point of thinking and the exploration of laws. Asking questions at key points of knowledge can highlight key points, disperse difficulties and help students remove learning obstacles. Asking questions at the turning point of thinking is conducive to promoting the transfer of knowledge and building and deepening the new knowledge learned. For example, when teaching "the area of a circle", teachers organize students to operate intuitively, cut the circle into an approximate rectangle, and derive the area formula of the circle by using the area formula of the rectangle. The internal connection of knowledge here is what is the relationship between the area of the assembled approximate rectangle and the area of the original circle? What is the length and width of an approximate rectangle? In order to put forward these two questions in time, the teacher asked the students to operate first, divide a circle into 8 parts and 16 parts on average, and cut it into an approximate rectangle. Teacher's suggestion: ① If the circle is divided into 32 parts and 6 4 parts on average ... what about the numbers spelled like this? ② What is the length and width of this approximate rectangle? ③ How to deduce the area formula of a circle from the rectangular area formula? Students quickly deduced that rectangular area = length × width. Area of a circle = half circumference × radius =(2πr/2)×r=πr[2] Asking questions where the rules are sought can encourage students to think actively in class, so that students can learn new knowledge through their own thinking, acquire new rules and feel the fun of learning.
(3) Pay attention to the openness of questions and cultivate students' flexibility.
Designing open questions in classroom teaching can promote students to observe problems comprehensively and think deeply, and explore, discover and summarize problems with unique thinking methods, which is undoubtedly very beneficial to cultivating students' innovative thinking. For example, in the fourth grade, when teaching the combination of graphics, after asking students to spell out rectangles, squares and parallelograms with triangles of different shapes, the teacher further asked: What beautiful patterns can be spelled out with triangles of different colors? After such a question, students will open their minds and use their imagination, which will have unexpected effects. The reason why in classroom teaching, while cultivating students' thinking of seeking common ground, we can't ignore the development of their thinking ability of seeking differences, because seeking differences is the source of creative thinking, and opening questions is to cultivate seeking differences.
In short, teachers' questions must run through the induced thinking in classroom teaching, so that students can be drawn from simple to complex, from doubt to doubt. When asking questions, we should pay special attention to methods and skills, and the language of questioning should be vivid, vivid, specific and accurate, so as to be enlightening and inspiring. Questions should also be aimed at students' actual knowledge and acceptance. The difficulty of the topic should not exceed the scope allowed by the students' understanding ability. Teachers should have a clear idea of the question, ask questions step by step, step by step, and go downstream, so that students can answer questions and achieve our intention of asking questions, so that students can learn and master knowledge in a relaxed and happy mood.