Practice and Reflectionon Effective Questioningin Primary School Mathematics Classrooms Under the Background of the New Curriculum Standards

Abstract

In order to explore the current state of effective questioning implementation in primary school mathematics classrooms under the new curriculum standards, this study takes teachers from urban and county-level primary schools in City D of Inner Mongolia as samples. Through questionnaire surveys and statistical data analysis, the research is conducted across dimensions including teachers' cognition of classroom questioning, question design, implementation, post-response evaluation, students' questioning behavior, and teacher reflection. The results indicate that while most teachers recognize the importance of questioning, issues such as excessively high and arbitrary questioning frequency, insufficient wait time, narrow selection of respondents, unscientific evaluation and feedback, and weak student problem-awareness persist. Contributing factors include insufficient teacher emphasis, outdated teaching philosophies, lack of individualized teaching, and students' lack of questioning habits. Accordingly, optimization strategies are proposed, including clarifying the purpose of question design, reasonably controlling wait time, balancing the selection of respondents, implementing encouraging evaluations, designing engaging questions, and cultivating students' questioning abilities. Although the study has limitations in case observations and regional sample restrictions, it provides data support and practical references for improving the quality of questioning in primary school mathematics classrooms and promoting the development of students' mathematical thinking.