The Study Of Ask Question In Classroom For Senior School Mathematics

With the present high school curriculum reform in changing the teaching mode, class teaching has been the focus of the teaching reform and increasingly drawn the attention and research interest of educators. Scientific and effective Class questioning, as a commonly used teaching strategy in classroom teaching, concerns most of the teachers, for it can help students to consolidate the learnt knowledge, arouse their learning interest, inspire their imagination and creative thinking, develop the students' mental skills and ability in oral communication, and therefore, promote students'building up of their knowledge system. Furthermore, through the dialogue between teachers and students, teachers can find out and solve problems in their mathematics teaching, which helps to achieve their teaching objectives.A survey conducted by the writer shows that, while engaged in the mathematics class teaching, about 99.3% of the teachers attach great importance to the effective design of classroom questioning. However, there still exist some problems and mistaken ideas such as the superficial understanding on class questioning and the improper questioning. Among their class-teaching questions, auxiliary questions make up 41.9 %, memory questions 25.8 %, and comparatively there are fewer questions for leading students in exploring and researching into the learning subject. Also, some teachers present questions at improper time and provide very little time for students to think about them. For instance, nearly 11% of the surveyed teachers spare less than 3 seconds for students to think up answers. Besides, there is limited distribution among the students who are called to answer questions. What's more, the improper feedback on students'answers is found in the class questioning. For instance, when asked"Which method would you take when students give the wrong answers?", 51% of the surveyed teachers choose to"let students sit down and ask someone else to answer". This will make students develop their tendency to avoid answering questions in class, thus causing the teacher to answer the question himself. Therefore, it is of great significance to find out possible solutions to the problems mentioned above.Based on the findings through the questionnaire on the current situation of the middle school's mathematics class questioning, this thesis points out some of its problems in details, and puts forward some practical strategies to improve the effect of questioning with the support of the related theory. The strategies are as follows:1.The proper application of Confucius'enlightening strategy and Maieutics of Socrates to mathematics class questioning;2.Taking students'formed mathematical cognitive structure as the breakthrough point of the heuristic teaching;3.Taking students'present Zone of Proximal Development as the mathematics teaching orientation while practicing heuristic teaching.The thesis also sums up two useful enlightening approaches to improve the effectiveness of class teaching:1. Enlighten students'thinking by creating the real situation for the problem;2. Enlighten students'thinking by the proper construction of knowledge gaps.This thesis is expected to provide the teaching guidance, and brings enlightened thinking so as to improve the efficiency of the mathematics class teaching.