A Study Of Questioning In Math Class

With the development of curriculum reform of elementary education and theimplementation of the new curriculum standard of quality-oriented education. The research ofclassroom teaching effectiveness attracts more and more scholars and teachers’ attention."class teaching questions" is not only an important teaching method, but also one of theimportant bilateral activities between teachers and students. On one hand, we affirm andadvocate this teaching mode in which the teachers drive teaching process by asking questionsin class. On the other hand, we also see a lot of invalid, not high gold content of classroomquestioning, reflecting that some teachers are arbitrary in asking questions, so as to appearsome unreasonable phenomena about the number of questions, the direction of questions, thestudent’s answer, the teacher’s answer and so on. The main reason is that some teachers arelack of realizing students’ subject status, don’t clear about the "questioning standard "and theirquestion type is single. Based on this，the topic of this paper is: a study of questioning in mathclass.In this paper, the author consulted the relevant documents at all times and in all countries;compared and analyzed some forefront representative teaching cases; Carried out the inquiryquestionnaire about questioning in class; Combined with his teaching practice; Study comesto the conclusion that the design of questions in classroom teaching should be based on sixlevels, namely" knowledge level, understanding level, use level, analysis level,comprehensive level, evaluate level ". Question design should follow the standard of clearly,enlightening, hierarchy, integrity. As teachers, only by really catching the main contradictionof the teaching process, fully realizing students’ subject status, attaching great importance toour leading role, can we grasp the " degree " of the classroom questioning. We should usedifferent questions strategy, design different level of questions so as to obtain the goodteaching effect.To enhance the effectiveness and maneuverability, the author takes the most importantlesson type in mathematic—mathematics concept teaching as an example, from conceptintroduction, concept formation, concept analysis, concept consolidation, concept applicationetc. By combining the teaching case, discussing and researching in each link how to design classroom questions, the author gives the specific teaching suggestions. Subsequently, thispaper analyses and summaries a full teaching case, perfects the study conclusion, and presentsthe results...