A Comparative Study On The Questioning Behaviors Of Novice Teachers And Expert Teachers

In junior high school mathematics stage, the concepts lesson is a basic common class type.In the classroom, the most common teacher-student interaction is questions initiated by the teacher. How to conduct effective questioning is a challenge for teachers. Behaviors of classroom questioning has become a topic of interest to researchers. In this study, the concept of junior high school mathematics class as a starting point,looking for differences between novice teachers and expert teachers in the junior middle school mathematics concepts lesson. And we recommend to the novice teacher.Through literature study, video analysis and consulting related teachers and experts, we developed the concept lesson of junior high school mathematics classroom questioning behavior classification scale.We will conduct a question into four dimensions.Select two sections of novice and expert groups of five teachers of classroom lessons with video capture.We transcribed the results of data analysis and processing in order to compare the differences between novice teacher and expert teacher questioning behaviors.By observing the statistical analysis, as compared with expert teachers of junior high school mathematics concept lessons, the presence of the novice teacher questioning behavior following differences:(1) the number of novice teachers’ questions is more than experts, and some of the novice teachers’ questions is in a low-level. It can not be closely linked to important difficulties in teaching;(2) novice teachers tend to use students to answer spontaneous way to answer questions;(3) the examining minutely of novice teacher is a small number and the number of individual participation is less.; (4) Courses in different stages from concept point of view, the novice teacher in the consolidation and development stage of the formation of concepts and concepts are quite different and expert teachers.In this study, we can proceed from the following aspects to improve the junior high school mathematics concept lessons to change Classroom Efficiency Question:(1) Efficiency. reduce inefficiency questions and increase efficiency questions (2)taking a different way to answer for different issues to inspire students thinking; (3) encouraging students to actively participate in question; (4) the proper use of "problem chain"; (5) focus on concept formation and conceptual aspects of the consolidation and development of lesson planning.