A Study Of The Comparison Of High School Mathematics Classroom Questioning Between Novice Teachers And Excellent Teachers

Classroom questioning is an important way for thinking and emotional communication between teachers and students in the teaching process, and it is an important part in class. Teachers can transmits information to students by questioning in class, though this they can know about the students’ learning situation, and promote the development of effective thinking. How to improve the efficiency of the teachers’ classroom questioning has been a topic concerned to many educational researchers. This article through the records of three novice teachers and three excellent teachers total 18 classes in high school, to find out the status quo about classroom questioning from five different dimensions the questioning form and types, the gap of answering, the way of answer and evaluation. And it is also for the comparative analysis of novice teachers and excellent teachers classroom questioning. In order to providing some constructive help for novice teachers teaching, the article has learned novice teachers and excellent teachers, characteristics and differences of classroom questioning and combined with interviews with teachers and student questionnaire.Through this study, we found that the main questioning form to the math teacher in high school are the direct asking and append asking and the main types of questiongs are memory type and understanding type. Excellent teachers also emphasis on questions of applied problems and the waiting time of answers is relatively longer. Students tend to answer the teacher’s questions in unison or in voluntary.But the novice teachers use more attendance to answer the questions.Teacher evaluation is encouraged and not evaluated mainly after students answer.The excellent teachers use the encouraging evaluation mainly and the novice teachers to the students answer are not evaluated mostly. Finally, it gives some suggestions for novice teachers to the classroom efficiency.