A Comparative Study Of Novice And Expert Junior Middle School Mathematics Teachers In Classroom Questioning

Questioning is an important part of classroom teaching,teachers can play a role by asking questions of understanding and communication between teachers and students,teaching and teaching teachers is indispensable in the process of implementation of the classroom teaching.Positive thinking in mathematics teaching can arouse students' questions,to participate actively in classroom teaching,questioning also can be used to create active classroom atmosphere,enhance the interactive communication between teachers and students.A good teacher questioning in an appropriate way,can give students bring to the classroom a pleasant relaxed vitality,naturally will lead the students to the teaching content,can let the students answer the questions in the question by confidence.In this study,teachers' classroom teaching questions as a starting point,through the literature research method,observation method,interview method and comparative study method,study the status of teachers' classroom questioning,according to the comparison of novice and expert teachers in the junior middle school mathematics classroom teaching questions,observation of novice and expert teachers in the junior middle school in mathematics teaching,the specific situation has occurred in the novice teachers and expert teachers' classroom questioning,comparison of novice and expert teachers in the junior middle school mathematics classroom questioning selection problem,question design,classroom questioning question types,question number,and the difference between different knowledge and cognition the dimension of the process of students and teachers on the question answer involved on,and analyze the causes,to provide suggestions and reference for the novice teachers and other teachers Test.The above research results show that the expert novice and junior middle school mathematics teachers have significant differences in Classroom Questioning: novice teachers because there is not much experience,the problem is relatively simple,but the problem is relatively simple,while the expert teachers have a sense of the level of problems and challenges;classroom observation data,to the novice the number of teachers than the expert teacher questions,but the training of the thinking level is relatively low,more inefficient and ineffective problem,have the potential to mathematics students did not receive proper training to enhance,and expert teachers in the classroom questioning a wider range of knowledge;novice teachers to students' answers only "right" or "incorrect" simple answer,and expert teachers to students' answers to the answer.The novice teacher before class to ask questions with almost no preparation,to improvise for the Lord,and Expert teachers will put the classroom to ask questions to write lesson plans,before the class to do a lot of preparation.By this research,we hereby put forward the following suggestions:(1)the novice mathematics teachers in junior middle school should be more high-level design;(2)the design of novice teacher questions in design to awareness of students the opportunity to ask questions;(3)teachers in the classroom teaching activities in question to have the number standard;(4)the novice mathematics teachers of junior high school to be able to encounter problems from multi aspect,multi angle and multi-level aspects of thinking;(5)as a mathematics teacher,whether novice teachers and expert teachers are to renew the ideas,knowledge and ability to adapt to the requirements of the times for the teachers.