Case Study Of The Classroom Questioning Behavior On College Famous Mathematics Teachers

How to present their questions about teaching in class for some famous teachers?With this question,walk into the classroom of the college famous mathematics teachers,this thesis makes a researching of classroom questioning behavior on college famous mathematics teachers,exploring classroom questions' types,ways and features.This thesis constructs an analytical framework for the classroom questioning behavior on college famous mathematics teachers on the basis of comprehensive theory and case study,and use the framework for case analysis of the classroom questioning behavior on college famous mathematics teachers.According case study of the classroom questioning on the teacher?statistics and analysis of the questioning behavior?interview,We can draw these conclusions as follows:(1)The famous teachers paid the most attentions to analysis questions.Besides they paid the more attentions to promote the development of students' creative thinking.(2)The famous teachers paid attention to the high level of questioning which can cause students to think actively.The most frequently occurring was the analytical problem which develops the students to think.(3)To almost all questions,the teacher are answered for the class collective,the rate of attendance to answer was 0.(4)The total number of questions in a lesson was no more than 20 times,at least is 19 times.(5)The teachers have a consistent view of the purpose of mathematics classroom questioning,they think the main purpose is to arouse the attention of students and curiosity,let the students follow the teacher's way of thinking,arouse the students'positive thinking,inspire students thinking training,etc.(6)From the three cases view,the students ask questions to teacher in class is abcent.(7)There are some problems on the classroom questioning on the outstanding mathematics teacher in Universities,mainly in the questioning strategies:?The wait time is not enough for high level question type of question.?The phenomenon of the students asked questions to the teacher in class is abcent,the occurrence rate is 0,the students' problem consciousness is weak.?There are not summary of the class and self-examination.?Nonverbal behaviors are not enough.In a word,the classroom questioning on the outstanding mathematics teacher in Universities is effective,it can arouse the students to think actively,promote the development of students' thinking.