Teachers' questioning is the basic control means to promote students' thinking, evaluate the teaching effect and promote students to achieve the expected goals. When asking questions, you should:

1. The content of the question should be clear and specific, and the direction of thinking should be pointed out accurately for students. In other words, the teacher's question should not be profound in language expression, and the goal should be very clear, so that students can understand what the teacher wants to ask and which direction to think. Instead of being vague and confusing, it is easy to disturb students' thinking and even deviate from the teaching theme, which is out of control. I remember that a new teacher taught "addition and subtraction of fractions with different denominators". After introducing 1/4+ 1/2, the teacher's intention is to let students find that the denominators of these two fractions are different, commonly known as fractions with different denominators. When fractions with different denominators are added, they cannot be added directly like fractions with the same denominator. But the language to ask students questions is: Students, "What are the characteristics of 1/2 and 1/4?" The students were stunned first, and then answered the fairy scattered flowers: some said, "They are all true scores." Some answer: "Molecules are all 1." Some answer "4 is a multiple of 2". Because the language of this question is not clear, the students' answers can't reach the teacher's intention of asking questions, which not only can't serve the new lesson thinking well, but wastes the precious time of new knowledge. This kind of question is obviously ineffective. The effective question should be: "The denominators of these two fractions are different. We call it different denominator fractions. Students, can two different denominator scores be added directly like the same denominator scores? Why? Please think independently first, and then talk about your ideas in groups of four (the teacher shows this question directly on PPT for students to discuss). This kind of question is not only clear-headed, but also to the point, which helps students understand why they want to calculate the general score, which is undoubtedly effective.

2. The timing of asking questions should be timely and harmful. Just because the language of asking questions is easy to understand does not mean that it is a good question or an effective question. The effectiveness of questioning should also include the question of "when to ask and what to ask". Teachers should ask questions on the key points of knowledge, the difficulties of understanding, the turning point of thinking and the exploration of laws, so as to make their questions more efficient. 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. Problems outside the place are problems of wasting time and "expressing". For example, in the first provincial mathematics competition class, a teacher organized students to operate intuitively when teaching "the area of a circle", cut the circle into an approximate rectangle, and deduced 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. The teacher put forward:

(1) If the circle is divided into 32 parts and 64 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 the area of a rectangle = the area of a long circle × the area of a wide circle = the half circumference × the radius = (2π r/2 )× r = π r. Asking questions in the exploration of laws can encourage students to think actively in class, let them learn new knowledge through their own thinking, gain new laws, and let them feel the fun of learning.

Second, students should ask questions to students effectively.

Students ask questions to students, which is a new way of asking questions advocated by the new curriculum. If the students' questions are "effective questions", the effect will be better than the teachers' questions, which can not only solve new knowledge and key points, but also cultivate the thinking of the whole class, and get twice the result with half the effort. Pay attention to two points about students' questions:

1. Encourage students to ask questions they don't understand, and don't ask questions indiscriminately. It is a new difficulty to explain the problems that students don't understand. Since one student doesn't understand, two, three and four students probably don't understand either. Therefore, students' questions can attract the attention of teachers or students.

2. Encourage students to ask questions they understand, but these questions are very important. In other words, encouraging people to ask similar "why" questions about solved problems means that students return to solved mathematical problems under the guidance of teachers and put forward a changed or related mathematical problem on the basis of the original mathematical problems. This kind of problem is not to solve "what" or "how", but to solve "why". For example, after the fourth-grade students finished learning the sum of internal angles of triangles, the teacher's extended problem was to calculate the sum of internal angles of hexagons. The goal is to review the paper "Triangle Content and 180". Results The students drew a picture, then decomposed the hexagon into three triangles, and the sum of the internal angles was 4× 180=720. After telling it to the whole class, the following students ask questions: How did 4 come from? Why is it 4 instead of 6? This is called asking the key points of the text and asking a mathematical law.

Third, teachers constantly ask questions to students, which can improve the effectiveness of questioning.

Teachers' effective questioning can help students lose their way when they make mistakes, make the finishing point on the key points of students' understanding, cause repercussions when students deviate from the theme, clear the clouds when students' understanding is uneven, and pursue perfection when students' understanding is incomplete.

1. Ask logically. For example, when teaching "area calculation of triangle", you can ask questions like this: ① What figure can two identical triangles be combined into? ② Which side of the original triangle is the bottom of the mosaic? (3) What is the height of the mosaic of the original triangle? What is the area of the triangle? ⑤ How to express the calculation formula of triangle area? ⑥ Why do you need to multiply the base by the height and then divide it by 2 to find the triangle area? This kind of questioning is both logical and enlightening. Starting from the first question, asking questions at different levels will not only help students better understand the calculation formula of triangle area, but also develop their thinking ability.

2. Ask profound questions. Nowadays, the phenomenon of "full-house irrigation" is rare, but the phenomenon of "full-house questioning" is on the rise, and a large number of simple and straightforward questions with no thinking value are flooding classroom teaching. The application of questioning skills should help to change this phenomenon. In particular, the new curriculum standard advocates the establishment of students' dominant position and active learning, but students' conscious experience and active thinking inevitably have superficial omissions, which requires teachers' control and guidance, and questioning is an indispensable provision.