Under the requirements of the new curriculum standards, great changes have taken place in the current educational situation in China. Primary and secondary schools will pay attention to cultivating students' comprehensive quality and ability, pay more and more attention to students' all-round development, regard students as the main body of teaching and respect the individualized development of primary school students. The primary school stage is the early stage for students to receive education, so the education in the primary school stage is extremely important, which helps students to lay a solid foundation for future study. How to cultivate students better is a problem that primary school teachers have been exploring deeply, and it is also the key issue of current education and teaching research.
1, Problems in Situational Teaching of Mathematics Questioning in Primary Schools
1. 1 situational questions are not properly created.
In the daily teaching of primary school mathematics, teachers need to use appropriate examples for teaching activities. If the examples used by teachers in teaching are unreasonable, students will not be able to have a good judgment on knowledge points, which is not conducive to students' divergent thinking and intellectual development [1]. Inappropriate examples not only reduce the quality of class, but also make students lose interest in mathematics because they are not interested in examples, which leads to inattention and poor mastery of basic mathematics knowledge. For example, in the process of learning multiplication in the table, the teacher gave an example to lead out the teaching content of this lesson. There are father and mother rabbits at home. They love their baby rabbits, so there is an equation a(b+c)=ab+ac. Such an example may be incomprehensible to primary school students, but it will not arouse their interest in learning this lesson. The application of situational teaching in the classroom is intended to improve the quality of the classroom, but if a good example is not chosen, it will produce poor teaching effect.
1.2 Creating situational questions is invalid.
In the daily teaching of primary school mathematics, if teachers are not fully prepared before class and create situational questions at will, some of them even do not conform to the teaching content of the classroom, which will hinder the learning of primary school students. Because of the age and active thinking of primary school students, it is easy to imagine because of teachers' problems. This is a very obvious feature of this era, which is both an advantage and a disadvantage for students' learning [2]. Therefore, teachers should ask questions well to prevent students from having infinite associations and not paying attention to mathematics learning.
2. How to create the teaching situation of asking questions in primary school mathematics?
2. 1 Create a situation closely related to the theme.
In daily teaching, if the teacher's questions are infectious, it can well mobilize the emotions of primary school students, mobilize students' thinking ability, and let students think positively. However, if questions are set only to create situations, sometimes the teaching theme will be covered up and the teaching order will be chaotic. The ultimate goal of creating questioning situations in the classroom is not to lead to the theme and arouse interest in learning, but to attract students by using the charm of knowledge itself, so that students can master the key contents of teaching well. This is the purpose of questioning situation teaching, so that questioning situation teaching can play its due value role [3]. Therefore, when creating situations, teachers should stick to the teaching theme and use the charm of mathematical knowledge to attract students' attention.
2.2 Creating situations should be interesting.
Pupils are still relatively young, and their age characteristics are very prominent. They are lively, curious and easily distracted. Therefore, in daily teaching, in order to help students master math knowledge more firmly and improve their ability to analyze problems, math teachers should bring some interesting math problems in life to the classroom and create lively situations for students. As a math teacher, we should not only fully explore examples, but also apply our interest to exercises, create vivid and interesting stories, and put forward targeted situational questions, so as to make students look forward to math classes and stimulate their desire to explore mathematical knowledge.
2.3 Create a concise situation.
The classroom time of primary school mathematics is not very long, and every minute is very important. It is not easy to cause the question time to be too long. As long as it plays its value function, even if it is only a few words, the ultimate goal of teaching will be achieved. It is a very successful situational teaching course, which not only saves classroom time, but also reflects the role.
3. Situational teaching strategy of primary school mathematics questioning.
3. 1 Create interesting questions
In the daily teaching process, students' answers to teachers' questions can truly reflect students' interest in asking questions. Therefore, when applying problems to create situations, we should reflect the interest of knowledge itself. Primary school mathematics knowledge does not need strong logical thinking, but it should cultivate students' thinking ability well. In view of the fact that most knowledge points are illustrated by pictures in the current primary school mathematics textbooks, mathematics teachers can design some interesting questions in combination with mathematics textbooks to guide students to think about knowledge points when asking questions and creating situations. For example, in the study of triangle trilateral relationship, the key content of teaching is to let students master the property that the sum of any two sides of a triangle is greater than the third side [4]. In the creation of the situation, first of all, the teacher can show a picture with several routes for the teacher to walk home from school. You can ask students such questions. Please look at the picture and think about how many routes there are from school to the teacher's house. Which route is the shortest? Then let the students explore a series of questions, lead to the teaching content of this lesson, and explore which route is the shortest from the mathematical point of view. Secondly, please point out that there are several triangles in the picture. In each triangle, the distance from home to school is one side of the triangle. What kind of journey is the next road? Ask the students to guess the relationship between the three sides of a triangle. This teaching mode reasonably permeates mathematical knowledge into the situation of asking questions, attracts students with the charm of mathematical knowledge itself, and enables students to have a fuller understanding of triangles.
3.2 The emergence of operational problems
Mathematical problems are abstract even if they are simple, so mathematics itself is a digital language. For the primary school, the learning ability of primary school students is very limited. Therefore, teachers should not only design reasonable mathematical problems for teaching, but also guide students to put forward mathematical problems, and guide students to link physical objects with specific problems to create operational problems. For example, in the study of the relationship between three sides of a triangle, students can be guided to learn by asking questions [5]. Teachers can divide students into different study groups, let each group prepare some notes of different lengths, and let students put small notes on triangles at will to see what they will find. Students will randomly choose three pieces of paper to decorate. In the process of practice, they will find that if they use three pieces of paper with lengths of 4cm, 6cm and 10cm, they will not be put into triangles. Use three pieces of paper with lengths of 3cm, 3cm and 6cm respectively, and do not put them into triangles; You can make a triangle with three pieces of paper with lengths of 4 cm, 5 cm and 6 cm respectively. Teachers can ask students to practice more and find that taking three pieces of paper at random may not necessarily make a triangle. Through such situational practice activities, students will ask why two of the three pieces of paper are longer than the third but not in a triangle. In this way, students will be more aware of the trilateral relationship of the triangle in subsequent teaching activities.
4. Conclusion
In a word, situational teaching and questioning teaching are more and more widely used in primary school mathematics teaching, and have achieved good teaching results and effectively improved the classroom quality. The application of this teaching method promotes the development of primary school students' thinking ability, fully combines the learning and understanding rules of primary school students, effectively helps students improve their math scores and lays a good foundation for math learning.
refer to
[1] Li Lei. Problems and Thinking in Situational Mathematics Teaching in Primary Schools [J]. Knowledge Guide, 20 16 (2): 23.
[2] Zhang Xiaoyun. On Situational Teaching of Mathematics Problems in Primary Schools [J]. Academic Weekly, 2016 (30):149-150.
[3] Zhang Yun. A probe into the strategy of creating problem situations in primary school mathematics teaching [J]. Academic Weekly, 20 14 (4): 79.
[4] Jiang. Creation of Situational Problems in Mathematics Teaching in Primary Schools [J]. Knowledge Guide, 2014 (10):16.
[5] Li Jian. Improving the efficiency of primary school mathematics teaching by using problem-based situational teaching [J]. Academic Weekly, 20 15 (7): 128.
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