An Empirical Study On The Influence Of Classroom Questioning On The Development Of Mathematics Education Of Junior High School Students

Classroom questioning is a kind of very common behavior in mathematics classroom teaching process,and it is one of the main teaching method to achieve the classroom teaching goals.Proper classroom questioning can not only motivate students' positive thinking?cultivate the students' learning self-confidence?improve the learning interest?cultivate and develop students' innovative consciousness and innovative ability,but also help teachers organize effective classroom teaching?improve teaching efficiency and teaching effect.Classroom questioning plays an important role in the process of classroom teaching,so research on classroom questioning has very important practical significance to improve the efficiency of classroom teaching.This study analyzed the research background of this study and the related concepts of classroom questioning and the theoretical basis of classroom questioning by looking for Chinese and foreign literature.Combining with relevant theory and previous empirical studies,we analyzed the status of the mathematics classroom questioning in junior high school by using the date from the "Regional education quality inspection and evaluation" in Henan.And on the basis of classical education production function model,we set up linear regression model to analyse the impact that from the frequency of classroom questioning?the types of the question ?Waiting time?the way to call and the way to answer on the students' academic development.The results show:(1)Classroom questioning frequency is very high,and it has a significant role in promoting to the students' academic development;(2)Many of classroom questioning are in low level,High level problem is more conducive to students' academic development;(3)It has differences between different level problem in asking,high levels and hierarchy questions are more conducive to students' academic development;(4)After teachers' questions,Properly prolonging wait is good for students' academic development;(5)After Students answer questions,teacher's guide,affirmation,encouragement,praise are good for students' academic development.For this article research conclusion,I combined with previous research and suggestions of good teachers,then I put forward some Suggestions of optimizing classroom questioning.First,avoid broken ask and answer,reasonably reduce the low level problems,improve the proportion of high problems;Second,appropriately extend the wait time of high level problems;Third,the low level questions should diversity,high level questions should be on time,Pay attention to the gradation of problems and the ask after asking;Fourth,feedback to the student should be timely,feedback to the problems of high level should be more encouraging and appreciate.Finally,I hope this research can help teachers in the classroom teaching process,and provides some reference and help of classroom questioning to the teacher,so that we can accomplish efficient classroom that takes the students as the main part.