With the deepening of the new curriculum reform, the educational concept of science curriculum in primary schools has gradually shifted to guide students to learn how to think, cooperate to explore, express and communicate, and promote the development of students' practical ability and innovation consciousness. As a means for teachers to mobilize students' thinking and enhance teacher-student interaction, classroom questioning can effectively help students focus their attention, review old knowledge, and use new knowledge, which is of great significance to the realization of teaching objectives. On the basis of combing related concepts such as classroom questioning and primary school science classroom questioning, taking Y school in M County as an example, this paper uses classroom observation method and video analysis method to investigate the current situation of primary school science teachers 'classroom questioning, analyzes the existing problems, and puts forward optimization strategies of classroom questioning for primary school science teachers.

Chen Wenjing. Research on the Present Situation and Countermeasures of Primary School Science Teachers' Classroom Questioning—Take School Y in M County as an Example. International Journal of New Developments in Education (2023) Vol. 5, Issue 14: 123-130. https://doi.org/10.25236/IJNDE.2023.051422.

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