Study On Questions In Classroom Teaching By Junior High Math Teachers

Classroom questioning occupying the important status in the organiz ation of classroom teaching,we study the knowledge,ideas and methods as well as the logical thinking ability and so on are in the process of problem solving.So-called ShanJiaoZhe will good to ask,the teacher must be good at asking questions,first in the question,can active classroom atmosphere,and can develop students' thinking.Quality education emphasizes to exert students' subjectivity and initiative,we need to rely on this question.So question is very important for a teacher.Classroom questioning is so important,then mathematics teacher in the classroom instruction to use this skill is in what state?This study based on the junior middle school mathematics classroom questioning.In this paper,the author chooses 18 mathematics teachers in the school which they practice,do the research object,divides these 18 mathematics teachers according to the teaching age,is divided into the following four categories,enters the real classroom.36 classes were selected for observation,and the video was recorded.The observation scale survey of previous research in the classroom questioning Good&Brophy on the scale of this study.The reliability of the scale was analyzed by SPSS data processing software.Through classroom observation and data analysis,the following conclusions can be drawn: teachers can do positive questions,teachers and students interact and give students some time to think before questioning.But there are problems,(1)the single type(2)used to call take turns to ask students to answer questions(3)and tone the question by the lack of emotion(4)classroom questioning by the students ignored the seat.According to the author's conclusion and their learning professional knowledge for teachers' classroom questioning put forward teaching Suggestions as follows:(1)encourage students to ask questions,much praise st udents(2)the type of problem,Strengthen emotional color(3)thebalanced question object,avoid the students take turns to answer the questions.Expect more than teaching advice to improve the effect of teachers' classroom questioning.