Researches On The Structure Of Mathematical Classroom Questioning In Middle School

Mathematics learning is a process of thinking and the process of thinking starts from questions, mathematics classroom questioning integrates the thinking and mathematics knowledge, which embodies the thinking process of knowledge formation.But the questions' design should not only pay attention to a problem of rationality and orientation, the logical structure of the whole questions is also crucial. The logic of a series of questions will make a single problem enlightening, make the forming process of mathematical knowledge logical and students understand the knowledge gradually in the process of logical thinking. Researchs on the structure of questioning in the mathematics classroom of middle school can reveal the present situation of the questions, make teachers pay attention to the structure of the questions, and it is of great significance to the classroom teaching of middle school mathematics. This thesis consists of six chapters:The first chapter is the introduction, sorting out the existing literature, then discussing the background of the problem, the ideas and method of the research.The second chapter is the literature review of related research, this chapter is classified into the definition and classification of classroom questions, principles and strategies, empirical research, question chain and questioning structure, and the results of these studies are reviewed and evaluated.The third chapter defines the related concepts, analyzing the concept of mathematics classroom questioning from the mathematical abstraction, thinking and logic, and then on the basis of existing researchs , the question structure is divided into three types: progressive, parallel and crossed.The fourth chapter is about the theoretical and experimental research on the structure of the problem. Firstly, to explain the necessity of the structure of the questionthrough the relevant theory. Then, through the comparison experiment, to demonstrate the influence of the question structure on the mathematics teaching and its importance.The fifth chapter is statistical analysis of teaching cases, the teaching case of different categories, sections, author area, the author unit are as a basic indicator, from the aspects of questioning attention, the degree of questioning structuring and the distribution of questioning structure type to analysis differences. The conclusions are as follows: Firstly, there are significant differences in the degree of concern in the different categories, sections and units, and there is no difference in the attention of different regions. The high school grade, middle school teachers and teaching records have higher attention to questions. Secondly, there are significant differences in the degree of questioning structuring in different categories and units, and there is no difference in different sections and regions. Colleges and teaching design is higher.Thirdly, there is no differences in the distribution of the types of questions in different categories, sections, regions and units. Fourthly, the characteristics of question structure type distribution in all teaching cases are as follows: cross-type is the most,followed by progressive, parallel is very few.The sixth chapter is the conclusion. The innovation of this research is to classify the question structure, and demonstrates the importance of the question structure from two aspects, including theory and experiment; At the same time, get the status quo of the questioning structured through the method of bibliometrics to analyze the current teaching case, in order to make a contribution to the structured research of questions.