The Investigation Of The Junior Middle School Mathematics Teachers’ Classroom Questioning Effectiveness

This paper is about the investigation of the junior middle school mathematics teachers’ classroom questioning effectiveness.After the new course reform, the problem about junior middle school mathematics classroom questioning in mathematics classroom teaching is a major concern.And improve the efficiency of mathematics classroom, must first clear of the mathematics classroom about the real situation in classroom questioning.At present, although a lot of theory and research in this aspect, but in the process of teaching on classroom questioning There are still many aspects need us to study.In this paper, the excellent teaching design case, classroom questioning observation records about the content of the classroom questioning is analyzed, in order to improve the validity of the classroom questioning, provides the practical and theoretical knowledge, hope to provide help for teacher’s teaching.The research method of this study with literature research, teaching, design case analysis method, interview method, questionnaire, classroom activity analysis.Research mainly divided into four stages:(1) through literature analysis and research, providing theoretical basis for mathematics classroom questioning;(2) the contents of the excellent teaching design and classroom activity, analyze the case the content of the mathematics classroom questioning;(3) students teacher interviews and questionnaire (4) to the related to the content of the number of teachers’ classroom questioning, draw the conclusion.Research shows that:in the case of the good teaching design about the design of classroom questioning plays a very important role, many are worth learning and using for reference;Teaching in the classroom activity analysis to ask people there are disadvantages and advantages, teachers should foster strengths and circumvent weaknesses;Through the interview of the teachers and students questionnaire, we know that both teachers and students are very attention to classroom questioning, classroom questioning whether effective teacher of this class has a close relationship with good or bad, relationship with students’mastery of the knowledge of good or bad.