Effective questioning in Primary Mathematics Classroom Sixth-毕业论文翻译.doc

1Effective questioning in Primary Mathematics Classroom SixthAbstract: The mathematics teacher must be strict specifications using the common language of mathematics teaching and can not distort the language, not to coin symbols, making up a new name, interference teaching. A unified organization for global mathematical mathematical symbols, of Legal Metrology units, the proper use of mathematics teachers must first and guide the students to use standardized and scientific mathematical language to talk. Keywords: questioning; understanding; thinking; inspiration Primary mathematics teaching questions to achieve effective, efficient, must have the following basic requirements. First, the question should be scientific <$> that: “Mathematics provides the language for the other sciences, and methods of thinking is the basis for all major technology development.” So the mathematics classroom as a language 2question, we must first meet the scientific. Of course, teachers design should be consistent with scientific questions. Mathematics Teachers must be strict use of a common, standard mathematical language of instruction and can not distort the language, not to coin symbols, making up a new name, interference teaching. For the worldwide unity of mathematics organizations mathematical symbols, such as our legal units of measurement, the proper use of mathematics teachers must first and guide the students to use standardized and scientific mathematical language to talk. For example: “What is the number of countdown? example, what was the last to talk about?” This question is unscientific, because some of the concepts in mathematics have a relationship of interdependence can not exist alone, once forcibly separated, will commit scientific errors. penultimate number is not a concept, so “What is the reciprocal of the number of” or “What number is the last “such questions are not allowed. Only teachers” good question “in order to enable students to” good science “.” ask “with reason, more efficiently;” Q “model, did not. 3Second, the question must be clear 1. Questions of purpose must be clear, pay attention Why mention this problem, by asking questions to solve a problem, what purpose is the question to be targeted, not lip service, or formalism for questions and ask questions. 2. Raised the question itself must be clear requirements specification language appropriateness, A domain clearly identified; the problem is not clear, students can not accurately answer questions meaningless. Caused by a variety of reasons unclear questions, questions the concept of clear, logical confusion, A domain is unknown, teachers pay no attention to the dynamic changes in the language (referring to the severity of the language, the pace of the chain stops with words, intonation and tone down the strength of other changes), are causing the problem The main reason is unknown. If teachers ask: 2 km equals how many meters? students are often puzzled, of course, 2000 meters to 2000 meters ah? If the teacher’s question read “two thousand - meter - equal to the number of - km “easier for students to understand what you mean. 4Third, the question should be easy to understand Characteristics of the child’s age and psychological characteristics, their life experience and mathematical knowledge is not extensive, it is difficult to accept esoteric, abstract and difficult mathematical concepts, terminology, terms, so in the classroom teaching, to the extent possible in plain children can understand the problem to provide to students. 1. No classical style, to change that vernacular. For example, using less “if”, “the” use “if”, “on”, “two numbers” changed to “two numbers”, and so on. 2. To minimize the use of modern esoteric words, use user-friendly, child-oriented language. Recently, teachers often hear questions low-grade students, “Can you picture what information to extract” or “How do you deal with these information . “What is” information “and” processing information “, children can understand it? Therefore, the first occurrence of any material special mathematical terms, teachers should carefully, some of them must be the same as language teachers, the first standard 5sound, read standard pronunciation, clarifying the meaning. Those using the vernacular, instead of children, the words of the word, and never use the teaching materials used in esoteric terms. Links to free paper download four questions to be logical Teachers must meet the objective and sensible questions, follow the logical sequence of development of things, the law must be thinking, accurate use of mathematical concepts, to make appropriate judgments, to demonstrate rigorously, so that clear thinking, coherent and consistent. Should be gradually guide the students to well-founded, orderly to speak, as far as possible from the lower grades so that students learn from the “because ... ... so ... ...” said op。$