Lesson Study On Optimization Of Mathematics Classroom Questioning In Senior High School

Effective classroom questioning is one of important skills of effective teaching and is also an important method for teachers to conduct heuristic education. However, in the teaching of current senior high school mathematics, classroom questioning stands out the following conditions:more questions with lower efficiency; superficial questions, and shortage of depth; difficult questions with fewer gradients. All of these directly impact effective conversation and in-depth communication between teachers and students, and also influence implementation of effective teaching.Teachers who are good at teaching must be proficient in questions! This is still a huge challenge for front-line teachers in middle schools. Mathematics teachers how to ask a question effectively, optimize classroom teaching and promote teaching effectiveness still is a topic that deserves exploration of front-line mathematics teachers. This paper mainly carries out study from theoretical study and practice courses.In theory study, through experience summary and theoretical speculation, first of all, this paper summaries and reflects related study on senior high school mathematics classroom, and them combines with teaching practice and research results of instructors’question chains of "six ways", concludes and generalizes principle of optimizing principles for classroom questioning of senior high school mathematics:pertinence principle, enlightening principle, diversity principle, universality principle and emotional principle, and ultimately uses cases to explain how to apply question chain of "six ways" to clear questions, select angles, learn to walk before you run, grasp gradient, pay attention answers and control density.In practice study, through lesson study methods, and according to principles of optimizing classroom questioning of senior high school mathematics and question chain strategy of "six ways, new lesson of Straight Angle of Inclination and Slope and review lesson of Maximum and Minimum of Derivative Methods for Function in Closed Interval x∈[a,b] should be designed and are used for implementing. Based on evaluation results of diversification, it indicates that classroom questioning of senior high school mathematics should be designed in line with question chain strategy of "six ways", can promote student’s in-depth thinking concentration, emotional experience and action participation and promote teaching effectiveness.