Strategy Research Senior Mathematics Classroom Questioning

In recent years, study time and courses required for primary and middle school students have been reduced in response to the call of burden alleviation.The study requirements and pressure of high school students are generally higher then junior middle school student. However, the tasks and tests set for high school students have not been lowered. Such situations offer teachers new challenge——they must devise new teaching methods and research goals. Asking question is one of the most important teaching part, but because of the special role that senior middle school played in the current educational system, time allocated for question during classes has been cut down to a minimum level.A report regarding of the participation of questioning during class has been made in this article, which reveals a prevailing issue in modern high school classroom—the over-casual and pointless in raising a question. Such poor questions can not arouse the curiosity of students and even worse disturb the independent thinking of students. A common lack of provoking in questions making has been found, among all the questions made by the teachers, most of the questions belong to a review of old information while the questions that can truly make students thinking are under10%of the total questions. Some teachers make questions without leaving enough time for students to think about them and thus can not achieve the expected effect. Moreover, inappropriate response towards answers is another problem occurred in high school teaching, sometimes negative response can oppress the studying interest of students, leading to passive listening during class. Therefore, the analysis on question-making by high school teachers is of great significance for high school teaching study.In this article, a strategy has been given to solve this problem based on causes analyzing. Those solutions include:add suitable information into the questions to get students interested, set questions with open answers, set questions into different levels to suit different students, leave students with enough time for thinking, deliver appropriate remarks, give inspiring tips to students, etc.Surely questioning in high school mathematical teaching can only play a part in efficient classroom project. Efficient classroom itself has much more aspects that needed investigation, the attempt to include all these complicated parts of efficient classroom in a single article will be proved in vain. Nevertheless, the contribution of this work on efficient classroom is helpful for the development of a more comprehensive understanding towards it.