A Study On The Consistency Of The Teacher's Question Level And The Student's Answer Level In The High School Mathematics Classroom

In 2016,the core literacy of Chinese student development was released.It put forward that students should have the problem consciousness of thinking independently,judging independently,thinking carefully,analyzing problems in multiple angles,and making choices and decisions.Correspondingly,the general high school mathematics curriculum standard(2017 Edition)also pointed out that we should enhance students' ability of finding problems,asking questions,analyzing problems and solving problems.Therefore,The effectiveness of teachers' problems in classroom teaching is a very important consideration for teachers' teaching level and students' learning quality.Based on this,this paper studies the consistency of the teacher's problem level and the students' answer level in the high school mathematics classroom teaching,explores the consistency and existing problems of the teacher's problem level and the students' answer level,and puts forward some pertinent suggestions in order to increase the consciousness of teachers and students and improve the quality of the questions raised.There are three main aspects in the research work: First,through literature research,the framework is identified,which analyzing the “six levels and three levels”of “problem level” in mathematics classroom teaching.Namely,level one(memory and understanding level),level two(application and analysis level),level three(evaluation and creation)level.Then,we selected 9 “quality classes” in the selection of high school mathematics competitions in Henan province in 2016 to conduct video lesson studies.We coded the interaction between teachers and students in the lesson examples and analyzed the quantitative data using SPSS22.0.Exploring the consistency between teachers' problem level and students' question answer level in classroom teaching and other existing problems.Finally,further analyze the problems existing in the consistency between teachers' “problem level” and students' “question-answeringlevel” in classroom teaching and put forward relevant suggestions.The main results of the paper are as follows:(1)In the “level of problems” of teachers,the level of teachers' overall question is the most in level two,but the number of problems of the level one should not be underestimated,and the number of the level three is the least.(2)In the student's “question answer level”,the students' overall question answer level is also at the highest level of two.And the level of the level is similar to the level of three.(3)In the consistency of the teacher's “problem level”with the student's “question answer level”,The level of the question and answer level of the teachers and students is better.(4)The level of the questions raised will significantly affect the students' answering level.And the higher level of asking the students to get the same high level of answer,the better.(5)Finally,through the analysis of group consistency,it is found that the content of teaching affects the number of questions and the consistency of question and answer.This paper puts forward there suggestions:(1)Teachers rationally arrange different cognitive levels.(2)Teachers should reduce the number of questions in due time and increase the high level of questions appropriately.(3)Pay attention to students' learning and enhance the awareness of interaction between teachers and students.