Research On The Effectiveness Of Mathematical Class Questioning In Senior High School

In the mathematics classroom teaching, classroom questioning and its response is the basic form of two-way activity between teachers and students, it runs through every link in teaching. Especially with the deepening of curriculum reform and the change of the relationship between teachers and students. Teachers become guiders and organizers of the classroom, students become the real main body of teaching. Classroom questioning become more normalized, and more the value of existence. But at the same time, it proposes a bigger challenge to teachers. Teachers need to guide students through effective questioning thinking, to stimulate student interest and create consciousness. Therefore, the study of classroom questioning has an important significance for the education teaching.This study through literature method, questionnaire method, case analysis and other research methods to study mathematics classroom questioning. Find out the status quo and existing problems of high school mathematics classroom questioning, and then find the proposed effective strategies and principles of the problem.There are some problems in high school mathematics classroom questioning: (1)Questions lack of goals and objectives. (2)Gradient of the problem is not too difficult or too easy. (3)Questions are asked very casually. (4)A waiting time is too short. (5)Lack of evaluation questions.In the above-mentioned drawbacks of reflection and analysis on the basis of success stories, the paper for high school mathematics classroom questioning established the foll-owing principles:(1) aim principle; (2) heuristic principle;(3) appropriate principle; (4)s-tep-by-step principles;(5) encouraging principle; (6) developing principle.To improve the effectiveness of classroom questioning, be about to apply effective questioning strategies:(1)Question must be good at creating problem situation. There are situational teaching can stimulate students’ interest in learning. (2)Question opportunity to be just right. Lead or lag problem cannot have the effect of effective guide students to learn, only the appropriate questions at the right time can really improve the classroom efficiency. (3) Content designed to have a gradient. Design problems neither too hard nor too easy. To the students’ cognitive level standard from easy to difficult. (4) After the question should be left to the students the appropriate time to reflect. After the teacher to ask questions to ensure that students have time to think. After thinking of the problem is effectively. (5) We should focus on the students to answer questions after evaluation. On the student’s response to a review in a timely manner can effectively stimulate students’ enthusiasm and desire to learn. (6) Make timely summary and necessary reflection on out teaching.For the implementation of principles and strategies, this paper also provides teaching cases on core content in high school mathematics.