A Study On The Effectiveness And Strategy Of Mathematics Question In Junior Middle School

Zhong Qiquan once pointed out: "the core of education reform is the curriculum reform; the core of the curriculum reform is the classroom teaching". Studies have indicated that as many as 80% of the classroom time is used for teacher‘s question and student’s response. As an important teaching means of classroom teaching, effective classroom teacher questioning has a direct impact on the effectiveness of classroom teaching. But now through the observation of junior middle school mathematics classroom, we can discover the following questions: first, there are a large numbers of questions and the questions are complex, teachers impart knowledge to students in disguised form; second, the ways to raise a question is simple, casual, the people who is asked to answer questions is fixed; the third, teachers don’t give students enough time to think and answer questions; the fourth, teachers do not attach importance to the formation of classroom resources. The mathematics classroom teaching of junior high school need to solve the problem which is how to improve the effectiveness of classroom questioning.On the basis of the study of practical problems and the domestic and foreign research of the effectiveness of classroom questioning, the research explore the effectiveness of mathematics classroom questioning in junior high school from three dimensions of problem, teachers and students. The theories of this study include three aspects; they are cognitive learning theory, the theory of the zone of proximal development, constructivism learning theory and the dialogue teaching theory.This study includes the following problems: first, how to improve the effectiveness of classroom questioning in junior high school? Second, how do they think of classroom questioning and effective classroom questioning ? how do theythink of students’ questioning in classroom ? The third, what strategies can help the junior high school’s mathematics teachers put forward more effective questions in the classroom to promote the growth and the development of every student ?For the first question, the author draws the following conclusions on the basis of the modified Gould and Brophy detection encoding table and two geometry lessons’ vedio: open problems are more effective than other problems, teachers can raise the proportion of open problems; teachers should be careful when they raise some high cognitive level of questions; teachers need pay attention to the universality and the diversity of students; teachers need to arrange her time properly according to all kinds of cognitive questions; teachers need increase the effectiveness of classroom questioning by encouraging students.For the second question, through students’ questionnaire and teachers’ interview outline, the author finally found the teachers’ understanding of effective classroom questioning is not profound enough, and the students’ awareness of the problem also needs to be further improved.For the third question, the author thinks that in order to improve the effectiveness of classroom questioning, teachers can take the following strategies: first,teachers should create a democratic, equal, encouraging and challenging classroom atmosphere; second, teachers should improve their professional level constantly, to achieve effective classroom questioning; the third, teachers should encourage students to ask questions, to cultivate students’ awareness of problems.