An Analysis Of The Current Situation Of Mathematics In Effective Middle School

Mathematics questioning is a necessity in mathematics teaching. Sterling G.Callahan, an American Educator, thinks that questioning is a basic control lever to stimulate student’s thinking, evaluate teaching effects and push students to realize their expectations. Effective questionings sharpen students’ way of thinking, evaluate learning effects, and play an important role in realizing teaching goals. Mathematics questionings run through every mathematics lesson and every math teachers’ teaching experiences. Questionings also make a great influence on students’ knowledge absorption and their examination results.This thesis studies questioning literatures home and abroad, and focuses on questioning research trends and integrates scholars’ perspectives on questioning research.The author makes a detailed questionnaire in order to know students’ feelings on mathematics questionings; the effectiveness of questions teachers asked; weather teachers can grasp the difficulty and density of the questionings or not; the effectiveness of students’ feedback and teachers’ questioning.The questionnaire focus on and analysis five aspects including teacher’s questioning manner, contents, feedback, effectiveness and students’ understanding to questionings. By means of class record of two high school teachers from Shang Hai, the author focus on classroom questioning activity to carry on the investigation. This article starts on the basis of three major dimensions and eight sub-dimensions. The three major dimensions are the question styles, question process and students’ reflections.Eight sub-dimensions are the question types teachers asked, the answer types students required, questioning manners, time for waiting answers, feedback to answers, evaluation to students’ answer,students’ participation and response, and analysis to above seven sub-dimensions.Based on above analysis, this thesis concludes the problems existing in mathematics Classes of Junior Middle school: too much guidance from teachersresult in students losing their subject status; inadequate preparation leads to the deficient design for the question; less time for waiting answers; problematic questioning behavior evidently; inappropriate feedback. From above analysis the author find that in mathematics teaching teachers should①be student-oriented,②be fully prepared, ③consider the waiting time, ④ ask in proper way,⑤feedback appropriately and timely.