The Case Study Of High School Mathematics Classroom Questioning

Questioning is a commonly used strategy in mathematics classroom teaching.It is one of the important teaching link in mathematics classroom teaching.It is one of the effective way to get the aim of teaching. It for improve the classroom teaching effectiveness has very important practical significance.But in usual mathematics classroom teaching, questioning does not reach the teaching aims.Many teachers think questioning is a very simple teaching approach.They don’t think deeply according to a series of principles and skills. They don’t design classroom questioning deliberately.Based on the interrelated literature research of classroom questioning, core concept is defined.Theoretical basis of the study is analyzed. A questionnaires comprehends situation of mathematical classroom questioning in senior high school.Using case study find principles,methods,skills and effective strategies of classroom questioning.Give two cases:the formula of compare series’front few item; pyramid volume. Give advice based on the two cases:studying teaching materials, deliberately questioning, patience listening to answering. Studying teaching materials is necessary work of the teacher and very important.It is preparing, teaching class and prerequisite of improve the quality of teaching. The teacher needs to master teaching textbook, deeply understand the concept of the new curriculum and the intention of writing the teaching material. The premise of the questioning is to design questions. Designing questions is the key to smooth classroom questioning. Designing questions have a direct impact on the teaching effect. Therefore, the teacher must pay attention to designing questions, and carefully, seriously design classroom questioning. Waiting is a skill. The teacher need to learn to use this skill when classroom questioning. The teacher ask the question. Don’t speak right away. Wait for a period of time. Can not immediately retelling the question. Don’t let the other students answer the question.Give the student a little time of thinking the question.Classroom questioning has many problems. Classroom questioning is single. Questioning ignore the wait time for students to think. Evaluation of language is the lack of incentive. Mathematically correct is the only goal. Questioning is form. Attach too much importance to the answer, but ignore the students how to get an answer. There are many factors affecting classroom questioning.Teachers misunderstand the concept of the new curriculum. Teachers’ professional skills will be improved. Teachers pay attention to several aspects in the process of teaching. Studying teaching materials, deliberately questioning, patience listening to answering, evaluating effectively.