The Comparative Study On Expert-novice Teachers Of Mathematics In The Classroom Questioning

Questioning is “the core of effective teaching” question is one of the most important activitiesof mathematics teaching and learning, Classroom question the main form of communicationbetween teachers and students in the classroom.Questions can enhance the harmonious interactionof teaehing and learning,to understand the situation of students’learning, and improve theeffeetiveness of classroom teaehing. This Paper will select math novice and expert teachers to findout the differenees of questioning in class,which can provide some reference for the noviceteaehers’professional development.The object of this study is the senior expert teachers and novice teachers, enter the field ofclassroom to record, get the first hand date, This study use literature review, compared research,classroom observation, with the heterogeneous class, the classroom arrangement is concluded,forthe novice teachers put forward strategies in dealing with the classroom questioning.Through the analysis of the data obtained are as follows:.(1) There are differences of timedistance.Expert teachers choose to listen carefully, patiently waiting for the students to finish,while the novice teachers choose that if students answer diffcultly,they will encouragement orhint.It seems that they have not enough patience to wait for the students.(2) There are differencesin question idiom.The novice teachers use idioms frequencies as high as50%,it became the eyesof students “pet phrase”,while the ratio of expert teachers idioms is15.7%,the proportion is notonly suitable,but also reflects its role.(3)There are differences in treatment of student’s response.The expert teachers select question closely, let students themselves find errors andcontradictions, while novice teachers choose to point out and analyze the causes of errors,reflecting the expert teachers own correct teaching idea,flexible teaching tact.In this study,the following strategies in dealing with the problems in classroom for the noviceteachers.(1) Optimize the design of the question object.(2) Use the features of mathematicaldisciplines, encourage students to participate in the class, grasp the "time distance".(3) Minimizequestions idioms.(4) Enhance the prepare of the classroom questioning before class.