A Comparative Study Of The Questioning Behaviors Of Mathematics Classrooms Between New Teachers And Expert Teachers In High School

Classroom questioning, as an important way of inspiring students’ thinking, is the soul of teaching. Effective classroom questioning, can not only promote the communication between teachers and students, enhancing the enthusiasm of students’ learning,but also make teachers get feedback from students to adjust the teaching schedule in a timely manner, so as to carry out teaching activities more effectively.Because of mathematical subject’s characteristic itself,we raise higher demand for teachers’ classroom questioning ability.Therefore, the study of mathematics classroom questioning is very necessary.This article will make a comparative study of senior high school mathematics classroom questioning behavior between the new teachers and expert teachers in order to know the problem of classroom questioning the new teacher remained in the current senior high school’s mathematics class, to give senior high school mathematics teaching of the new teacher some reference.This paper was composed of five chapters. The first chapter put forward background, content and meaning of the research combined with new curriculum reform.In the second paper,when parsing the connotation of classroom questioning,the new teachers and the expert teachers, it concluded the research status about classroom questioning and teacher’s professional development at home and abroad.At the same time,it elaborated the theoretical basis of the study from the perspective of constructivism, communicative teaching theory,humanism theory and positivism theory.In the third chapter, it put forward the main research method of this paper-video study based on the understanding of mathematics classroom questioning status in the senior high school, and elaborated the specific operation of research process from four aspects-the purpose, content, ways of teachers’ classroom questioning, students’ responses to questions and teachers’ responses to students in detail.In the forth chapter,we analyzed the coded data of the class video observation by comparison in detail and summarized the specific situation of the new teachers’ and expert teachers’ mathematics classroom questioning in senior high school from four aspects-the purpose, content, ways of teachers’ classroom questioning, students’ response to questions and teachers’ response to students:Overall, the expert teacher B was more excellent than the new teacher A in mathematics classroom questioning behavior of senior high school.(1)For the purpose of classroom questioning, the expert teacher had pay attention to guidance and promotion goal, and given a reasonable distribution of time on the retrospective and paving target; (2)For the content of classroom questioning, on the thinking level of question, the expert teacher’s questions were on higher level comparatively; In the link of questions, the expert teacher had spent much time on review, introduction and summary stage; In the emphasis and difficulty of questions, the expert teachers had also spent more time. (3)For the method of classroom questioning, on the breadth of facing students, the expert teacher had pay more attention to all students; On the level of student questioned, the expert teacher had pay more attention to the underachiever; In the seat distribution of students questioned, expert teachers had set up more balanced; In the waiting time after questioning, expert teachers could allow appropriate time for student thinking according to the difficulty of the problems. (4)For the answer of students, in the level of response, students’ understanding and creative answers were much more in the classroom of the expert teacher; On the students’ presentation, there was no significant difference between the two teachers’ class. In the aspect of teachers’ response, the expert teachers had pay more attention to making positive responses, such as supplement, tip and error correction.In the fifth chapter, some suggestions were proposed to improve mathematics classroom questioning of the new teachers in senior high school from five aspects, which were based on the results of analysis above:(1) Clearing purpose of classroom questioning and effectively promoting students’ thinking development; (2) Grasping the teaching point which is important and difficult and the key link for targeted question; (3)Questions must be for all the students and teachers should focus on students’ individual differences; (4)Giving timely and effective feedback to the student’s answer. (5)Mobilizing the enthusiasm of students and valuing students’ active participation.In the last part, we had reflected and concluded on the research.