Research On Effective Questioning In Junior High School Mathematics Teaching

The teaching of mathematics in our country is worrying. In the discipline of mathematics, the students’ learning and teachers’ teaching are very hard, but the teaching effect is not proportional to the hard work they paid. Many students’ ability of mathematics learning did not increase with the increase of learning time. Many mathematics teachers with "practice makes perfect" adage, take time tactics, day after day, year after year, but their teaching efficiency is not high.The implementation of the new curriculum reform and the promotion of the concept of efficient classroom, makes a lot of teachers interact frequently with students in class,in order to deliberately highlight the main position of the students. But a lot of educational practice shows that this interaction is actually a form. The mathematics classroom is lively and remarkable, but the precious time has been lost in the discussion of the simple question which the teachers have no enlightening. With the continuous enhancement of China’s comprehensive national strength, increasingly high demand for talents, the traditional way of teaching is not enough to respond to the demands of today’s teaching, and can even kill the new type of talent in the bud which the society really needs. The times require that we must put the efficiency of mathematics teaching in an important position.The mathematics teaching in China, since ancient times, takes the question of the classroom seriously. Balzac once said:There is no doubt that the problem is to open the key to all science. But now the mathematical class is more inclined to "fast-paced", question quickly, discuss quickly and answer quickly. The atmosphere seems lively, but actually the students are more passive. They are lack of thinking and effective exchange. Go on like this, the kindling of student’s wisdom can not be ignited in class. And their learning efficiency will be greatly reduced. As the important part of classroom teaching, the quantity and quality of classroom questioning directly determines the teaching effect. A successful teacher will pay attention to every question raised in the classroom, and the expression also has its own characteristic. To some extent, the teacher’s questioning ability determines the efficiency of classroom teaching. Based on this situation, the researchers tried to find out the classroom questioning methods that can realize the real role of students and improve the teaching efficiency from the perspective of classroom questioning.