Research On The Impact Of High School Mathematics Teachers’ Classroom Questioning On Students’ Problem-solving Ability

Lead students to think, developing students problem-solvingability are the core issue of teaching,but also an important task.In teaching practice, how to effectively train students inproblem-solving ability, is a genuine problem plagued teachers.Currently, every country in the world to improve students’ability to solve mathematical problems as the central task ofmathematics teaching, while research on students’ mathematicalproblem-solving ability and attention has been deepening. However,from the existing literature, the author found that most studiesare the factors that affect students ’problem-solving abilities andto develop students’ problem solving ability and other aspects ofthe content of teaching problem solving. In the mathematicsclassroom teachers and students problem-solving questions What arethe connection between capacity development, and how these linkedinto everyday mathematics teaching for guidance, especially toimprove the students’ problem-solving ability for decision making,corresponding research is still relatively scarce.This study is based on high school mathematics classroomGuiyang, through classroom observation and questionnaires,in-depth study of high school mathematics teacher classroomquestioning the status qua, and to explore teachers’ classroom questioning on problem-solving ability of students to explore thequestions students problem solving abilities through effectiveclassroom theoretical feasibility and operability. Thus not onlyexplore effective classroom questioning and students developproblem-solving ability to provide a new focal point, and expandand enrich teachers’ classroom questioning and problem-solvingability of students to study sight. The basic conclusions of thestudy are as follows:1. Mathematics teacher and student teachers in the classroomare widely recognized that a question on the development ofstudents’ problem-solving abilities have a positive influence androle.2. Main problems of mathematics teachers’ classroomquestioning behavior exists, specific performance: the problem ofclassroom type distribution imbalance questions which MemoryProblem mostly open-ended questions (interpretative issues,reasoning problems you create assessment questions) less;shortage of teachers in the classroom after the students left toponder a question of time; teachers or students can notsuccessfully answer the wrong answer, the less use of tips, askquestions such as strategy; many teachers in the classroom is nota question of re-re-process the results, do not attach importance to the evaluation questions after class.3.Improve teachers’ classroom questioning can improvestudents’ problem-solving abilities. Main features: open-endedquestions can lead students to think about the deeper issues,divergent thinking of the students, and to improve students’problem-solving abilities; repetition, tips, ask questions andother strategies to make students more clearly understand theissues, clarify ideas correctly problem solving; appropriatelyincreased waiting time can answer problem-solving ability ofstudents to have a positive impact. Positive evaluation of thestudents would affect the enthusiasm of students to answer, therebyaffecting the students’ problem-solving abilities.Finally, this paper presents a practical teaching suggestionsthat the actual teaching of some help.