Research On Unplanned Questions In The Mathematics Classroom

According to the development of students approach,this paper,based on the generativethinking which is launched by the new innovation of curriculum, concentrates on studying themathematics classroom dialogue. In combination with field recordings, interviews,questionnaires, theoretical analysis and other research methods,it is aimed to explore modernmathematics classroom unplanned questions under the natural state.Mathematics unplanned questions coming up with characteristics of interacted,generative,pursuit and equitable,is extremely important significance to reveal the essence ofmathematical problems,improve memory and promote fairness.It is varied to generate the ways of mathematics unplanned questions,such as unearthingmathematical concepts,objecting representation conversion,combining the previous and newknowledge,practicing of several solutions to one problem,training of topic variant,etc. Makingmathematics unplanned questions needs to comply with certain principles,including the targetprinciple,value principle,the principle of mutual understanding,participation principle,etc.But in the real mathematics classroom, generative questionings are influenced bytextbooks,teachers,students and classroom background,etc. Though they come upoccasionally,it is difficult to achieve high-quality. Therefore,the study of mathematicsquestioning hopes to utilize the theoretical understanding of unplanned questions into theteaching practice.Finally,by means of questionnaire,it reveals that the classroom unplanned questions candeepen students’ understanding and memory,stimulate students learning emotion,promotestudents’ cognitive development. It can arouse our teachers to think and pay attention to thevalue of it,and improve the quality of student learning.