Research On The Junior High School Mathematics Classroom Questioning

Recently， the sustaining reformation and development of new curriculum hasresulted in great changes for the real situation of classroom teaching. Teachers pay moreattention to students’ creativity and exploring spirits instead of the traditional teachingidea. Among all the teaching methods， questioning in classroom attracts muchattention by teacher. The reason for paying attention for this method is that teacher canhave better interaction with students， additionally， some appropriate interactions canhelp teacher get a better understanding of whether students have fully access to whatthey need to learn. Moreover， teaching can also help students get correct way ofthinking. However， as the different kinds of reasons during the real teaching process，the existence of “teaching all the time” or “questioning all the time” situation failto achieve the original goal of teaching. Thus， this paper will use the junior school asexample to study this topic.Various of researching method will be used in this paper to investigate the currentteaching circumstance. Firstly， large number of literatures will be used as supporttheories， which combine both domestic and foreign scholars’ study of questioningduring class， whose aim is to make this paper more scientific and reliability; Followedby the observation in real classroom as well as the recording during the class time，then this paper analyze the recording under the correlative scale;The third method is comparison， this paper use two classes with same content butdifferent structure as example to make comparison and analysis. The last method is theuse of questionnaire， a total number of150students from different grades of juniorschool will be used as target example. All in all， this paper investigates the topic bycombining theory with the real teaching circumstance in junior school.After investigation， some main problems are found during teaching in juniorschool.1.The questions from teachers are mainly lack quality.2.Most of the teachers ignored the thinking process and pay large attention to theresult of different question， thus students have less time to consider more when facing designed problems.3.Lack of feedback. Teachers always give less feedback or no feedback forstudents’answers which cannot help students get deeper understanding of the problems.4.Most of questions are designed random and lack of enlightening. As thetraditional view of education， some of the questions are designed based on memoryand some simple inference instead of creativity. The lack of preparation before classresult in the informal， no hierarchical and no developmental of the questions in class.5.Unclear of the problem statement. Most of the junior school teachers are unableto present question in precise and succinct way.6.Students’self-ask ability are always ignored by teachers.According to the survey， teachers in junior schools have the sense to know thatquestioning is the main way to interaction with students while they are not able toaccess the full use of this teaching method. This paper only focus on the existence ofdifferent problems during teaching process in junior schools， the way to enhance thefunction of questioning during teaching process can be surveyed further. This paper canhelp teachers to get a better understanding of the importance of questioning in teachingprocess.