A Study On The Effective Of Mathematics Question In Junior Middle School

Classroom questioning is one of the most popular and extremely important teaching activities in the classroom.Teachers pass the information to the students through questioning.The two sides communicate thoughts and emotions in the course of question and answer.In this paper,the author focuses on the situation of junior middle school mathematics teacher 's classroom questioning,finds out the problem on the basis of quantitative analysis,and puts forward the pertinent teaching suggestions.The research methods of this research are literature review,case study,classroom observation and quantitative qualitative analysis.The research is divided into four stages: through the literature analysis and research,to provide theoretical basis for the questioning of mathematics classroom;to study the classroom involved in the questionnaire involved in the index;teaching design and classroom records of the content of the case,The content of classroom questioning analysis;summed up the junior high school mathematics mathematics classroom questions in the existing problems,and give the corresponding solution strategy."The research shows that in the teaching of mathematics classroom,the question plays a very important role.Whether teachers or students pay much attention to classroom questions,whether classroom questions are effective directly related to the teacher's class is good or bad,the relationship between the students master the knowledge Good or bad.In the analysis of the classroom record,we found that there are many drawbacks in the teacher's question,which puts forward the reasonable and feasible improvement plan and prospect,hoping to provide some reference for the junior middle school mathematics teacher's classroom.