The Comparative Research On Questioning In Class Between Expert And Novice Mathematics Teachers In Junior Middle School

Since the new curriculum reform has been implemented in the compulsoryeducation phase, mathematics education takes more attention to training students theability in cooperative learning and inquiry learning. Teachers’ questions have becomean effective form of promoting interaction between teachers and students in themathematics classroom. How to conduct effective classroom questioning has turnedinto a growing concern for teachers’ professional growth. In this study, junior highschool mathematics expert teachers and novice teachers are chosen as the researchobject, these are compared in the differences in the classroom questioning, and thenproviding some reference to the junior high school math novice teachers.This study use literature review and classroom observation to do the followingwork:(1) Summarize and overview the research expert teachers and novice teachers,and analyze the research conclusions on classroom questioning.(2) Develop acomparative scale of junior high school mathematics teacher classroom questioningthrough literature research.(3) Based on the comparison scale, make a comparativeanalysis of typical cases foe junior high school mathematics expert teachers andnovice teachers in classroom teaching observations.The following conclusions are made by the above comparative study:(1)mathematics problem design distribution exist differences. Expert teachers has a clearlogic and outstanding emphasis in math problems and the problems are in line withthe level of students’ cognitive; novice teachers are no rational in the questiondesigning, key point and difficult point are fuzzy, they grasp the core issue inaccurate,not good at putting math methods into math problems, and the arrangement of theproblem has not been full compliance with the level of junior high school students’cognition.(2) The validity of the math problem exist differences. The expert teachersare able to select students’ real-life of math contexts, put students as the main, asking questions in class can promote students’ knowledge and expand students’ thinking;the math contexts are single for novice teachers, most of the questions they raisedstays in the surface of the math situations, teaching is carried out not as the main bodyto the students, so the class questioning can not play the desired effect.(3)The answerof the math questioning exists difference. Expert teachers can take advantage of theMath situations, give timely and efficient processing for students’ answers, makein-depth questions according to students’ answers, and pay attention to exercise thestudents logical thinking ability about math problems; novice teachers only concernwith whether their knowledge can be explained clearly, can not make relatedexplaining according to math situations, and can only make very simple answer likeyes or no.As follows are the strategies junior novice math teachers’ classroom questioningcan be improved based on the above analysis and conclusions.(1)Optimize the designof the math classroom questions.(2)Improve the validity of the creation of the mathproblem situations.(3)Timely feedback the evaluation of classroom questions.(4)Flexibly use the skills of math classroom questioning.