Research On Effective Questioning Of New Mathematics Teaching In Senior High School

Questioning is the most basic way of interaction between teachers and students in classroom teaching activities.To achieve effective questioning,teachers should not only have a better grasp of the teaching materials of the breadth and depth of many aspects,but also fully understand the cognitive level and the mental development characteristics of students,teachers also need to timely control of the situation in the classroom on the various.Therefore,mathematics classroom questioning can not only promote the students to improve the efficiency of mathematics knowledge learning,but also help teachers to improve their teaching ability,which is an important topic for front-line teachers to study in depth.In this paper,we selected the effective questions in the new teaching from the three basic classes of mathematics.Because the study of this type of effective questioning not only stimulate students’ interest in mathematics learning at the beginning of the new class,but also mobilize the enthusiasm of students in the teaching process.By thinking about the problems that teachers carefully design,we can effectively promote the students to carry out the thinking activities,and enable students to deepen their understanding of mathematical knowledge in thinking.To enhance the effectiveness of questioning in the new teaching,we can improve the efficiency of the classroom、 the professional skills and professional quality of teachers,and finally achieve the common progress of teachers and students.Through corresponding literature reading,this paper understood the current research situation of effective questioning in the mathematics classroom and a deep understanding of the connotation of effective questioning,and built a high school mathematical theory of effective questioning in new teaching;Using the observation to understand the new high school mathematics teaching questioning the existing problems and combined with the literature study,This paper put forward corresponding improvement strategies.Then the examples of teaching express how to apply study implementation of the theory for the practice of teaching and evaluation of teaching effect.The following conclusions are drawn in this paper:(1)the teacher should have a deeper perceptions on the new high school mathematics teaching effective questioning sentiment,and in-depth understanding on the connotation and function of effective questioning.(2)Before this class,teachers should deal with the teaching materials and the students’ cognitive development characteristics and carefully designed the problem we are going to put forward;3 the teacher should apply improved strategies of effective questioning to the real questioning of new course and be able to give full play to the role of the subjectivity of the students in the classroom teaching.