Research On The Present Situation And Strategies Of Novice Senior High School Mathematics Teachers’ Classroom Questioning

With the social development, the requirements for teachers also improve gradually. Atthe same time, shortening the growth cycle of novice teachers has become one of the hotissues in the educational field at home and abroad. Under this background, classroomquestioning is not only the main method for classroom interaction, but also an essential wayof teaching, which make the efficiency of the classroom improved significantly. Accordingto the characteristics of the classroom questioning, the study classify the questioning intothe purpose of the questioning, the level of the questioning, the internal structure of thequestioning and the presenting form problem. With the permission of the teachers we collectthe data by the way of classroom observation and videos and then identify the noviceteachers’ existing problems about the classroom questioning through the problem analyzing,which can put forward the proposal to enhance the ability of classroom questioning fornovice teachers and provide much more reliable data for novice teachers ‘trainingconsequently.Based on this study, the following conclusion can be drawn as:(1)The novice teachers rarely use the terraced question, and also have deficient indistinguished problem setting.(2)The novice teachers rarely contact the learned knowledge for the purpose ofquestion setting and foreshadowing. They also rarely have deficient in consolidatequestioning setting and the form change.(3)The novice teachers rarely contact the learned knowledge when they analyze theproblems in the new class.(4)The novice teachers prefer to use the essay questions much more than the form offilling the blank questions and multiple choice questions.