A Comparative Study On Classroom Questioning Between Expert Teachers And Novice Teachers In Junior Middle School

Abstract-Class questioning, as the most common teaching method aswell as an efficient teaching strategy, is an essential part in themathematics classroom. Therefore, the author studies on teachers’questioning part in the course of classroom teaching and analyses thequestioning features of expert teachers and novice ones. Based on classobservation and recording analysis, experiences and skills are summarizedin order to provide some suggestion to the new teachers and benefit thespecialization of math teachers. Through one semester’s observation ofvarious mathematics classes, the shortcoming of novice teachers’questioning method and its reason are pointed out according to acomparative study on different ways of questioning of expert teachers andnovice ones, and some improvement advices are provided. Meanwhile, theauthor discovers some interesting and effective ways of classroomquestioning and shares them in this article.