The Research To Mathematical Classroom Questioning In Senior High School

Mathematical classroom questioning is not only a quite common phenomena in a senior high school, but also an important form for a teacher and students to exchange ideas in classroom. This article collected materials through listening to the mathematical classroom teaching activities, filming the mathematical classroom teaching activities, interviewing the teachers who gave the course, and asking for the questionaries. On analysing these collected materials both from the qualitative and quantitative way, the author gives a conclusion about the current situation and problems existing in mathematical teaching activities in senior high school, finally some useful suggestions are given.In order to gain the first-handed data, this article has listened to sixty live-classroom teachings and filmed ten of them, which was given by 6 mathematical teachers. On observing and analyzing teaching activities and filmed materials, the author chooses two classes as the sample of the research object, analyzing and discussing it in detail. One of the two classed is " the summation of the first 'n' number in a geometric sequence" , the other is "the bulk of the pyramid" . The main content of the study are the following: the type of teachers' questioning, how to choose the student to answer questions, the way teachers respond to the student' s answer, and students' way to answer questions.In order to know teachers' thoughts furthermore, the author also interviewed teachers after class. The interview focused on the following items: (1) the extent to which teachers understand the teaching objective, the key point and difficult point of the class;(2)the preparation of teachers on the questioning before class; (3) the original intention of teachers to make questioning and the relationship between questions themselves; (4) the oral expression of questioning and the original idea of the teacher; (5)the student the teacher chosen to answer question and the reason the teacher chose the student; (6)the way teachers respond to student' s answering.For the purpose of testing the reliability of the study and enlarge the amount of the information, the author has sent out a number of questionaries so as to know the general situation of teachers' thoughts and their basic conceptions about mathematical classroom questioning in senior high school. The content of the questionary is constituted of two parts, one of them is five objective questions, which focus on the times a teacher makes questioning in one class, the time a teacher will leave for the student to answer the question, the main factor influencing the effect of questioning, the way the students to answer questions, the times the student takes initiative to ask questions; the other is five...