The Study To Excellent Mathematics Teachers' Classroom Questioning

With the further promotion of quality education and the new curriculum reform, how to enhance the quality of classroom teaching, has become the pursuit of teachers. While classroom questioning as "the lifeline of classroom teaching", is the basic means of teachers for opening students'mentality, promoting students'thinking, strengthening their sense of active participation. Therefore, based on the perspective of instructional events, this thesis deeply research the classroom questioning of good mathematical teachers, which has important significance to promoting students' effective learning, developing teachers'professional level enhancing the quality of classroom teaching.Five parts in the thesis are listed as follows:Part one:question proposed. This part briefly introduces the research reason, research content and research meaning.Part two:literature review. This part mainly review the existing relevant literature at home and abroad, from which I find the study to mathematics classroom questioning in the past mostly stay in areas of the function, the type, the technique and strategies. All these researches make important contributions to establish a new research perspective.Part three:instructional events for promoting internal process of students' mathematics learning. This part mainly discusses three problems:what is the meaning of instructional events; which are mathematical instructional events; how to realize these mathematical instructional events.Part four:the survey and analysis to classroom questioning of good mathematics teachers. This part mainly investigates the classroom questioning of good mathematics teachers, and then makes qualitative analysis to survey results. The thesis mainly surveys the following three aspects:(1) Which instructional events does classroom questioning of good mathematics teachers trigger and promote? (2)Which common characteristics does their classroom questioning have in triggering teaching events? (3) Does their classroom questioning have grade differences in triggering teaching events?Part five:research conclusions and recommendations. Based on the investigation, research conclusions are drawn and teaching recommendations are made. In addition, the paper will select some typical classroom questioning examples from classroom teaching records of the excellent mathematics teachers in order to help new teachers learn and use.