The New Curriculum Context Of High School Mathematics Classroom Questions To Study

In the comprehensive implementation of the new curriculum reform today, classroom teaching is still the main channel of education quality, but a good lesson can not exist without wonderful question-answer from teachers and students. Thus, it is necessial to research on the "The classroom questioning". This paper, explain the effective classroom questioning, the value of classroom questioning, application analysis, methods to explore design case from five aspects.In the process of teaching, classroom questioning is the basic teaching method. The effective classroom questioning, that is to say, the question could cause the learning of students. In order to reduce good results from questions, this paper propose that the teachers in the process of teaching, are surposed to pay attention to students' learning psychology and follow the basic principle in the process of teaching. Research on Classroom questioning has certain value on the high school mathematics learning and the high school mathematics education:classroom questioning is one of the effective ways to guide students to think of the problem. Let students study and research into the context with the most direct way and the fastest speed, promote students to complete the understanding of knowledge and mastery; Combining the development characteristics of High school students and the characteristics of the high school mathematics, classroom questioning of the high school mathematics can promote the communication between teachers and students, stimulate students' interest, open students thought and improve the teaching quality. Meanwhile, research found that classroom questioning also have certain effect on penetrating curriculum concept:providing direction of exploring independently to students, providing a platform for students to show individual character, embodying the students in the new curriculum mode fully. Through the questionnaire survey, in the application situation of classroom questioning in mathematics teaching and further analysis, this paper summarizes the existing problems in the classroom questioning in mathematics teaching, including teachers and students. And based on the existing problem this paper gives detailed analysis, finding that not only students' psychological affect their answering the questions in class, the psychological state of teachers in the classroom questioning but also affects the students about the answer. Combined with several years of the teaching practice and teaching experience, this paper discusses several improvements of the high school mathematics classroom questioning. By defining the principle of high school mathematics classroom questioning, combining with the problems that students often make mistakes on and the teaching practice, summarizes techniques of the classroom questioning in every link of the high school mathematics classroom. Also puts forward precautions in the high school mathematics classroom, summarizes the classroom questioning are supposed to have the idealistic, artistry, stratified and patience. Finally, the paper proposes three design cases in the high school mathematics classroom questioning:the new teaching classroom questioning design case, namely geometry model, exercising classroom questioning design case, namely questions about the domain of trigonometric function and recitation classroom questioning design case, namely three perpendicular line theorem and converse theorem.