A Research On Primary School Mathematic-teachers’ Classroom Questioning Based On Merrill’ S Taxonomy Of Educational Objectives

Classroom questioning is one of the main way interactive teaching in the elementary school mathematics classroom teaching,and it is an important method that teachers promote students study efficiently.However,due to the elementary school mathematic-teachers lack of sufficient knowledge of theory about classroom questioning,cause classroom questioning’s purpose is unclear,but questioning for questioning.Now therefore,this text based on Merrill’s Taxonomy of Educational Objectives,takes the case of Y elementary school in the city,by means of simple random sampling,do research into classroom questioning status quo of the 5mathematic-teachers from one to five grade,attempting to seek out a few strategies to optimize elementary school mathematic-teachers’ classroom questioning,and provide new ideas to help other elementary school mathematic-teachers improve the quality of classroom questioning.On the basis of listening to lesson about the 5 teachers,according to the 25 teaching records,had an interview with the 5 mathematic-teachers,in order to find the degree of classroom questioning theoretical knowledge about mathematic-teachers and the deep reason of influence teacher’s classroom questioning.Through the statistics and analysis of data,we found that the 5 teachers questioning the ten levels questions of Merrill’s Taxonomy of Education Objectives in quantity and proportion share the same characteristics:more mathematic- teachers are choosing to question remembering and applying questions,on the contrary,less choosing to question discovering questions.Besides,the proportion of different levels questions that mathematic-teachers questioning in classroom teaching lack of equitable distribution.Then,when mathematic-teachers emphasize a certain type of questions at the same time,ignoring the other type of questions in the mathematics classroom teaching,which is not conducive to realize the effectiveness of the elementary school mathematics classroom questioning.In order to promote students get the progress of mathematical knowledge,get the development of mathematical ability and get the improvement of mathematical quality under the guidance of mathematic-teachers’ classroom questioning,the elementary schoolmathematic-teachers should improve classroom questioning from the following six aspects:firstly,clear different levels questions’ proportion in different grade mathematics classroom teaching;secondly,increase the proportion of discovering questions;thirdly,in front of the teaching design for different levels of questions in advance;fourthly,balanced questioning different levels of questions;fifthly,teachers should strengthen the reflection of classroom questioning;sixthly,the education management should strengthen the double training of theory and practice about the elementary school mathematic-teachers.