The Research About Ahe Validity Of Asking Questions In The Mathematics Class Of Junior Middle School

Classroom questioning is the core of "effective teaching" as a kind of commonly used teaching method, its meaning and function are very important in the classroom teaching. Effective classroom questioning is beneficial to consolidate students’ knowledge, inspire students’ thinking, develop students’ potential and cultivate students’ quality. In actual teaching process, questions usually can’t achieve the desired effect because many teachers just ask questions as a simple way of teaching rather than carefully design questions by following a series of principles, which leads to the low efficient of questioning. Therefore, the effectiveness of classroom questioning is still an important topic worth investigating.First of all, the author will do the questionnaire survey about how the teachers and students ask questions and then analyzes the results of the survey; secondly, the author will visit different teachers’ math classes, and do the tape-recording, which aims to sort out the classroom questions; next, she will apply the type of good and Brophy problem detection code table to analyze the effectiveness of classroom questioning in two typical lectures. After the understanding of the real situation in classroom questioning, problems existing in the classroom questioning will be found and methods used to solve these problems will be presented, what’s more, optimizing strategies of effective questions will be proposed.In this paper, the following problems about mathematics classroom questioning will be found in the junior middle school: first of all, the design of the questions is unreasonable, there are too many questions and they are usually too difficult; secondly, students don’t have enough time to think and answer teachers’ questions; thirdly, not all the students have the chance to answer questions, only some them are chosen to answer frequently; fourthly, teacher treats students’ feedback unreasonable; lastly, teachers don’t do the reflection timely after class.In order to deal with the problems found in the math classroom questioning in junior middle school and improve the effectiveness of classroom questioning, the author proposes the following optimizing strategies after combining the previous research results: questions should be designed carefully in advance; grasp the appropriate timing of questioning, choose the suitable type of questions, and arrange reasonable waiting time; lastly, teachers need to give feedback to students in time and reflect on classroom questioning timely after class.