A Comparative Study On The Questioning Question Of Senior Middle School Mathematics Teachers And Experts

The classroom of expert teachers is high quality and high efficiency. His high quality and high efficiency often benefit from his teaching behavior. Teaching behaviors include: classroom discourse, classroom questioning, teaching strategies,etc.. Teaching behavior directly determines the teaching objectives of the completion of the situation. The goal of classroom teaching is to complete the problem in the process of the occurrence, emergence and settlement of the problem. New curriculum standard requires teachers for students learning guide, students learn the subject, so the teacher should use their wisdom and adopt some teaching strategies, flexibility to change teaching mode, raise questions to guide students to think, lead students to their complete teaching objectives and master the key points in teaching and overcome the difficulties in teaching. Therefore, classroom questioning is essential to the quality of teaching objectives. High quality and efficient questions are derived from the accumulation of many years of teaching, so that it has a good teaching knowledge.Therefore, it is of great significance to analyze and study the characteristics of the classroom questions of expert teachers to promote the professional development of novice teachers.In this paper, through the classroom observation method and interview method,carried out the following work:(1) through the research on domestic and foreign teachers and classroom questioning, to develop the high school mathematics classroom questioning comparison scales;(2) according to the comparison of novice teachers and expert teachers classroom questioning typical cases were analyzed and compared;(3) to the novice teachers and expert teachers were in-depth interviews,and comparative analysis.Not always to the students, classroom questioning can not play the desired effect;(3) on the mathematics classroom questioning, novice teachers ignore the question of "communication" function, so did not reach the question of "individuality" and "differences";(4) teachers’ feedback on students’ answers. Expert teachers can tell students the current state according to the student’s answer, and give the correct guidance, while the novice teachers failed to reply to the student according to the student’s current state to make the right judgments, so students teachers’ feed back is single;(5) there are differences between the five aspects of classroom wit, expert teachers in the classroom is more flexible, sometimes witty according to the student’s questions, or guide students to ask questions, novice teachers teaching process in the teaching design The classroom is not flexible.