The Differences On Classroom Questioning Between Novice And Expert Junior Middle School Mathematics Teachers

Classroom teaching is reformed to adapt to the new ideas of new curriculum reform. But the classroom questioning, still an important link in classroom teaching, is one of the effective ways that teachers often used to achieve the teaching goal.Based on consulting a large number of literature, the author design the questionnaire of teachers’ classroom questioning and the dimension of the observation of the class instance and then do the questionnaire survey among the expert and novice teachers. After the survey data were analyzed with software SPSS, I find the the difference in classroom questioning between the expert teachers and novice teachers, and analyses the causes of the difference. Second, based on the observation of classroom teaching of expert and novice teachers in the classroom questioning of, the author verify the above conclusions and further find that the difference. Finally effective advice is got for novice teachers in classroom questioning.The main conclusions are as follows:1. The expert teachers prepar the questions they are going to ask carefully and write them in the teaching design, instead of generally considering when to ask and ask what problem in class.2. The numbers and the ratio of high level questions the expert teachers asked in class is higher than that of the novice teachers.3. The expert teachers usually design questions around the teaching goal, especially in the key and difficult. And in the process of design problems, the exper teachers usually consider the students’ cognitive level and " the zone of proximal development ". However, novice teachers design the questions temporarily blind, random in class, etc.4. The expert teachers know how to use the team cooperation teaching method to help students solve a difficult problem, but novice teachers do not.5. Unlike the novice teacher, the expert teachers usually ask questions, after considering the value of questions. And the novice teacher often put forward some similar false questionsjust like "isn’t it?" "Be?".6. Expert teacher generally give students enough time to think after they ask questions, and they also pay attention to the students who doesn’t put hands up by giving them the chance to take part in. But novice teachers tend to be anxious, eager to let the active students to answer without enough time 7. An expert teachers are patient enough to lead the students to find the correct answer when students have difficulties.In this case, novice teachers will be impatient to interrupt what the students says, and look for the next student to answer questions.8. When students answer the right content, the expert teachers will catch the "opportunity" to praise, enhance their self-confidence, close the distance between teachers and students, while the novice teachers will simple praise without evaluation, and fast into the next segment.9. An expert-like teachers attaches great importance to the reflection of classroom questions after class while the novice teachers usually ignore the reflection after class.The main recommendations for novice teachers are:1. It’s better to design questions around teaching goal in advance.And to break through the difficult points,relative questions are to be designed.2. While considering the questions to be asked, "the zone of proximal development and the students’ cognitive level should be thought about.3. When students answer the more difficult questions,teachers can organize the student to carry on the group discussion.4. After the teachers ask questions, be sure to reconsider whether the question has value for students to think, and avoid "false problem".5. Enough time for students to think is important according to the actual situation.6. Choose to students to answer the question coreectly, icluding students who put up hands as well as the silent ones. Frequency of the collective answer should not be too high.7. When the answers are not as the teachers expected, give the students enough time to express and then lead them to get the right answer with appropriate tips.8. When the students answer the questions, the teacher should give simple praise with evaluations, instead of hurrying on to the next link.9. Strengthen after class reflection of the classroom questioning, enhance own teaching experience, and conclude the shortcomings to make progress on the basis of reflection。...