The Comparative Research Of Questioning Behaviour Of Novice And Expert Teacher In Junior School Mathematics Classroom

Asking questions is one of the most important activities in the teaching and learning, it can help us to achieve a variety of learning objectives. Classroom question is an important way for thoughts and feelings communication between teachers and students in the teaching process, and it is an important part in classroom teaching, teachers can pass information to students by teaching questions, to understand the situation of students’learning, and promote the development of effective thinking. How to improve teachers’classroom question efficiency has been a topic of concern to many educational researchers. In this study, we mainly analyze the differences of questioning behavior of novice and expert teachers in the classroom teaching through classroom video, by comparison, we put forward some proposals to improve the classroom question ability of novice and expert teachers.The research is divided into pre-study and main study. In the pre-study, based on the literature research, video observation, group discussions and consulting experts, we reached a classification scale of the junior high school mathematics teachers’ classroom question behavior. We divided the classroom question of teachers into two dimensions. In the main study, we select three novice and three expert teachers, select three different types of math class as the video subject, taking the same course with heterogeneous study, while using video analysis, coding statistics and the data processing functions of Excel and SPSS17.0software, to compare the classroom question of novice and expert teachers in algebra, geometry and statistics lesson using the research method of quantitative.Through the above research, we summarized the differences of classroom question of novice and expert teachers in different type of course and in general. According to the relevant conclusion, for the improvement of classroom question ability of novice teachers, we put forward the following suggestions:focus on the development of students’thinking, make a reasonable set of question type; to seize the key and difficult point and control the number of questions; to simplify question languages, reduce repetitive questions appropriately; emphasis on procedural knowledge question, improve their own knowledge structure; correctly handle question behavior in the classroom practice. In accordance with of the relevant conclusions, for the improvement of classroom question ability of expert teachers, we put forward the following suggestions:help novice teachers to improve professional development; increase declarative prompted questions appropriately; encourage students to participate in classroom teaching questions actively.