Research On Effective Questions Of Math Class In Junior Middle School

The effective learning comes along with the teachers’ edification and guidance. The teachers’ edification and guidance comes along with the effective questions. The effectiveness of questioning in class can greatly affect the teaching efficiency. However, the function of questioning in math class in junior middle school has not come into full play nowadays. So, inefficient or ineffective questioning seems to be so apparent. Therefore, it is important to explore the design and implementation strategy of the effective questioning to foster the enthusiasm of students’ leaning math with the training of mathematical thinking so as to improve their mathematical literacy.In the paper, the design and implementation strategy of the effective questioning of math class in junior middle school was given a systematic research with the adoption of the documentary analysis method, the questionnaire survey method and education experiment method. Firstly, the background and the status, the significance and the method of the effective questioning in junior middle school were introduced.Secondly, the situation of effective questioning in math class was analyzed after the distribution of the questionnaires in eight county junior middle schools in central of Anhui province. Next, the basic principles of the effective questioning of math class in junior middle school were analyzed on the basis of the results of the questionnaires. And the design strategy of the effective questioning was also proposed. Then, the teaching experimental research of the basic principles and design strategy of the effective questioning was conducted in the author’s classroom, where he works as a head teacher. Finally, the conclusions and the deficiencies of the paper were reached.The research results of the paper indicate it has a certain operability degree of the effective questioning of math class in junior middle school. Teachers should take into consideration the laws of the students’ cognizance and the characteristics of the teaching contents. According to the basic principles and design strategy of the effective questioning, teachers should design the math questions effectively so as to promote the improvement of the students’ mathematical literacy through the interactions between the teacher and students or students among themselves.