A Practical Study On The Effective Questioning Of Mathematics Class In Junior Middle School

Questioning is a critical classroom teaching aspect, but also the "core of effective teaching." Mathematics classroom questioning is particularly important,students think and answer process, is the process of training the thinking ability and the ability of mathematics learning. Effective classroom questioning, which can promote the emotional communication between teachers and students in the class, strengthen the effective interaction between teaching and learning, to improve students’ learning skills.By investigating a number of junior high school mathematics teachers found that the current junior high school mathematics teachers generally considered very important to ask questions in class, but a little lacking in pre-class preparation areas. A glimmer of teachers think that junior middle school mathematics classroom questioning effectiveness is closely related to the teachers and students.Interviews with the students, the students think one of the reasons is that teachers of mathematics more boring classes no passion, there is no appeal, the teacher’s classroom questioning is not enough scientific and effective.This research embarks from the practical problems, both at home and abroad, on the basis of effectiveness research about classroom questioning to schema theory, constructivist view of student and multiple intelligence theory as a guide, find the problems in the current junior middle school mathematics classroom questioning part, and then find a solution to the problem, put forward the strategies of the junior middle school mathematics classroom questions effectively. And within a certain range to carry out the practice and study conclusion.Through research, found that the junior middle school mathematics classroom questioning has following problems:First, ask questions in class a mere formality; Second, the lack of classroom questioning arts; Third, classroom questioning the openness is insufficient; fourth, evaluation of answer way is too unitary. Effective questions can adopt strategies are as follows:First, carries on the related theory of knowledge learning; Second:fully prepared before class instructional design; Third, train students initiative questioning habit; Fourth, design quality questions; Fifth, choose the right timing of classroom questioning; Sixth, timely response to the student’s answer.Through the method of practice research proof, draws the following conclusions: First, teachers should be relaxed in the face of classroom and students, and create a relaxed learning environment; Second, regardless of class, the teacher must do sufficient preparation before class. Again, teachers should encourage students to actively ask questions. Finally, teachers should often reflect on, sum up experience,improve personal questioning skills and effective questioning. This paper is structured as follows:The first chapter summarizes the practical significance of this research andinnovation and the research status at home and abroad.The second chapter introduces the theoretical basis of this study, including the definition and classification of classroom questioning, also includes the theory of effective questioning.The third chapter from two aspects of teachers and students in different ways to investigate the status of junior middle school mathematics classroom questioning and existing problems.The fourth chapter gives a standard of effective classroom questions,,and puts forward6strategies for effective questioning.The fifth chapter has chosen two classes of junior high school to the above theory to the practice of research.The sixth chapter draws a conclusion on the experiment, and summary of the research process of this article.