摘 要：有效提问是小学数学课堂教学的重要组成部分，对提高教学质量具有关键意义。当前小学数学课堂提问存在低效性问题，为解决这一现状，本研究聚焦小学数学课堂有效提问策略，旨在构建科学合理的提问模式以提升学生思维能力与学习效果。通过文献分析法梳理国内外相关研究成果，结合问卷调查、课堂观察及案例分析等方法，深入探究影响课堂提问效果的因素。研究发现，教师需关注提问的层次性、开放性与启发性，注重问题情境创设，合理把握提问时机与节奏。创新点在于构建了包含准备、实施、反馈三个阶段的有效提问操作模型，并提出基于学生认知发展规律的问题链设计思路。该研究不仅丰富了小学数学教学理论体系，更为一线教师提供了可操作性强的教学实践指导，有助于推动小学数学课堂教学改革向纵深发展。
关键词：小学数学课堂提问；有效提问策略；问题情境创设
Abstract：Effective questioning is an essential component of primary school mathematics instruction and plays a critical role in enhancing teaching quality. Currently, inefficiencies in classroom questioning pose challenges in primary mathematics education. To address this issue, this study focuses on effective questioning strategies in primary school mathematics classrooms, aiming to construct a scientific and rational questioning model that improves students' thinking abilities and learning outcomes. Through literature analysis, this research synthesizes relevant findings from domestic and international studies, complemented by questionnaire surveys, classroom observations, and case analyses to thoroughly investigate factors influencing the effectiveness of classroom questioning. The study reveals that teachers should focus on the hierarchical, open-ended, and启发性 (inspirational) nature of questions, emphasize the creation of problem contexts, and appropriately manage the timing and pace of questioning. An innovation of this research lies in the development of an operational model for effective questioning encompassing preparation, implementation, and feedback stages, along with a proposed approach for designing question chains based on students' cognitive development patterns. This research not only enriches the theoretical fr amework of primary school mathematics teaching but also provides practical guidance for frontline teachers, thereby promoting deeper reforms in primary school mathematics classroom instruction.
引言 1
一、小学数学课堂提问现状分析 1
(一)当前小学数学课堂提问特点 1
(二)提问中存在的主要问题 2
(三)影响有效提问的因素探究 2
二、有效提问策略的理论基础 3
(一)教育心理学视角下的提问 3
(二)数学学科特点与提问设计 3
(三)构建有效提问的理论框架 4
三、实施有效提问的具体方法 4
(一)设计启发式提问的问题链 5
(二)掌握提问的时机与节奏 5
(三)引导学生进行深度思考 6
四、有效提问策略的应用实践 6
(一)在不同课型中的应用案例 6
(二)培养学生的提问意识与能力 7
(三)教师提问技能的持续改进 7
结论 8
参考文献 10
致谢 10
关键词：小学数学课堂提问；有效提问策略；问题情境创设
Abstract：Effective questioning is an essential component of primary school mathematics instruction and plays a critical role in enhancing teaching quality. Currently, inefficiencies in classroom questioning pose challenges in primary mathematics education. To address this issue, this study focuses on effective questioning strategies in primary school mathematics classrooms, aiming to construct a scientific and rational questioning model that improves students' thinking abilities and learning outcomes. Through literature analysis, this research synthesizes relevant findings from domestic and international studies, complemented by questionnaire surveys, classroom observations, and case analyses to thoroughly investigate factors influencing the effectiveness of classroom questioning. The study reveals that teachers should focus on the hierarchical, open-ended, and启发性 (inspirational) nature of questions, emphasize the creation of problem contexts, and appropriately manage the timing and pace of questioning. An innovation of this research lies in the development of an operational model for effective questioning encompassing preparation, implementation, and feedback stages, along with a proposed approach for designing question chains based on students' cognitive development patterns. This research not only enriches the theoretical fr amework of primary school mathematics teaching but also provides practical guidance for frontline teachers, thereby promoting deeper reforms in primary school mathematics classroom instruction.
Keywords: Elementary School Mathematics Classroom Questioning；Effective Questioning Strategies；Problem Context Creation
引言 1
一、小学数学课堂提问现状分析 1
(一)当前小学数学课堂提问特点 1
(二)提问中存在的主要问题 2
(三)影响有效提问的因素探究 2
二、有效提问策略的理论基础 3
(一)教育心理学视角下的提问 3
(二)数学学科特点与提问设计 3
(三)构建有效提问的理论框架 4
三、实施有效提问的具体方法 4
(一)设计启发式提问的问题链 5
(二)掌握提问的时机与节奏 5
(三)引导学生进行深度思考 6
四、有效提问策略的应用实践 6
(一)在不同课型中的应用案例 6
(二)培养学生的提问意识与能力 7
(三)教师提问技能的持续改进 7
结论 8
参考文献 10
致谢 10
