Research On Primary School Novice Mathematics Teachers’ Classroom Questioning Decision-making

In recent years, under the influence of the paradigm shift of teaching research, more attention has been given to teachers’ implicit thinking. The domestic and foreign scholars have made a research on teaching decision-making. But on the whole, these researches are not deep enough, lacking of the exploration on a specific teaching problem. In view of this, this research chooses a more concrete teaching problem-classroom questioning, to explore the performance of classroom questioning decision-making, the models of classroom questioning decision-making, and its influencing factors.In this thesis, a combination of qualitative and quantitative research methods was used; three primary school mathematics novice teachers and each of their four lessons were chose as analysis objects; observation and interview as two methods of data collection were adopted. According to collected classroom teaching record, researcher mainly observed the time occupation of primary school mathematics novice classroom questioning language, all kinds of classroom questioning frequency, the rate and coverage rate of classroom questioning. In addition, in order to learn different kinds of classroom questioning decision-making which were made by primary school mathematics novice teachers, and how did teachers thinking when they were making decision, researcher conducted interviews on primary school mathematics novice teachers.Based on the analysis of the collected data, found that teachers’ classroom questioning decision-making can be divided into three different types, which are implementing questioning loyal to the presupposition, adjusting questioning based on the presupposition and generating questioning beyond the presupposition. Resulted from the classroom questioning decision-making, teacher’s classroom questioning behavior performance is that:the time occupation of teacher’s classroom questioning language is less, the types of problems are mostly in low cognitive level, classroom questioning rate is a little low and there is a gap between classroom questioning rate and questioning coverage rate.In different teaching situations, four different classroom questioning decision-making models are used by teachers. In fact, these different classroom questioning decision-making models reveal teachers thinking process, affect teachers’ way of dealing with information invisibly. Generally speaking, the forms of these four kinds of decision-making models are as follows:percept-establish purpose-classroom questioning decision making, percept-predict-establish purpose-classroom questioning decision making, percept-interpret-establish purpose-classroom questioning decision making, percept-interpret-predict-establish purpose-classroom questioning decision making. Meanwhile, decision-making models have the characteristics of situation dependence, the order of thinking components and the stability of the support foundation.Many factors influence primary school mathematics novice teachers’ classroom questioning decision-making. Teachers’ knowledge and belief are the most main internal influencing factors, external factors about teaching, students and class environment also play an important role.