Research On The Effectiveness Of Mathematical Class Questioning In Junior High School

It has been proved in the human education history that questioning is irreplaceable in the teaching process. In the view of psychology and epistemology, questioning can not only impart the knowledge to students, but also can enlighten their thinking to let them solve problems in the right thinking pattern. As the most developed thinking pattern, mathematics needs questioning methods more than others help learners have the right mathematical thinking pattern. As we all known, mathematics in junior high school is the key phase from sensible math to rational math, so enhancing the effectiveness of questioning in mathematics class play an important role in enhancing the math teaching quality. But in the teaching practice, most teachers always give ineffective questions and can not achieve the teaching plans due to various reasons. To solve this problem, this work focuses on the problem that how to enhance the effectiveness in junior high school mathematics class.There are many methods to study this problem in the present work. Firstly the writer has to read a lot of related works including education, psychology and so on and summarize the domestic and abroad analytical results. Secondly, anatomize the main factors governing the effectiveness of questioning. At last, based on the theoretic results, this work analyzes the effectiveness of questioning in the teaching practice through questionnaires and case analysis.The dissertation compromises six main parts. The first part presents the background and motivation of the discussed problems. Also the studying methods are introduced in this part. The second part summarizes the related domestic and abroad results. The third part anatomizes the four governing factors in the questioning process and then put forward several principles of enhancing effectiveness of questioning. An analysis of questionnaires fills in the forth part to comprehend the actual thought of teachers and students on the questioning. The fifth part is a case of two teachers giving two different ways to accomplish the same teaching content. The last part gives the main conclusions and the future research plans. It is hoped that this research could give some inspirations to math teachers in junior high school to enhancing the effectiveness of questioning and to prosper mathematical education through questioning.