Feature Analysis Of The Teachers' Questioning Behavior In Junior Middle School Mathematics Classroom

Teacher's question in class is one of the important ways of inte raction between teachers and students,and also an important index of evaluating teachers' teaching.This thesis aims to analyze the characteristics of questioning behavior of teachers in junior middle School mathematics classroom.In this thesis,4 teachers (2 Teachers at the beginning of the job and 2 backbone tea chers)in Chengdu X School were selected as the case,and the audio transcription of the class was encoded as the teaching text.Using the teacher-student conversation analysis and classroom observation methods,quantitative descriptive analysis of a series of continuous behaviors arising from teachers' questions,student answer,teacher's response and teacher's waiting for four dimensions,exploring the differences in class questioning behavior of different types of mathem atics teachers and differences of questioning behavior of mathematics teachers under different classes,And explore the effectiveness of teacher questioning strategy from the empirical point of view.The research shows that the main characteristics of teachers' questioning behavior in junior middle school mathematics classroom are as follows.First,Teachers' questions.Junior Middle School Mathematics class teacher ask a lot of questions,with low cognitive level of judgment questioning mainly.The accuracy and standardization of classroom language expression of teachers at the beginning of the job is far inferior to that of backbone teachers,the classroom management questioning is obviously more than that of backbone teachers,and the openness of teachers' questioning is increasing gradually with the improvement of teachers' teaching level,but the overall classroom questioning openness is lower.Second,Students' answers.The students' answers are mainly composed of nonanswer and a little mechanical answer and the cognitive-memory answer.The level of answer thinking participation of the students in the backbone teachers' class is more than that of the students in teachers at the beginning of the job,but the overall level of students' thinking participation is low.In the interaction between teachers and students,both teachers at the beginning of the job and backbone teachers ignore some areas.The teachers at the beginning of the job are more inclined to roll call before asking questions,while the backbone teachers are the opposite.Third,Teacher's response.Most of the teacher's response are no evaluationquestioned,no-evaluation-connection and positive evaluation-connetion.In the teacher evaluation and answer behavior,affirmative evaluation takes a large part,but the way of evaluation is conservative and lack of differences.Most teacher's response is feedback to the students questions,While lack non-knowledge and response.Fourth,Teacher's waiting.The waiting time for teachers' questions in class is maily compsed of 0-3s waiting time I and 0-3s waiting time II,and the backbone teachers are better at prolonging the waiting time to improve the students' response quality.In terms of teachers' listening behavior,the teachers at the beginning of the job mainly choose selective listening and simple explanatory listening,and the backbone teachers are mainly simple explanation and transference listening.In the course of teachers' listening,the teachers at the beginning of the job focus more on whether the students' response is in accordance with the teachers' expectations,and the backbone teachers pay more attention to the formation process of the students' knowledge expression.After analyzing the characteristics of the teachers' question behavior in junior middle school mathematics class,this study makes an in-depth analysis of the influencing factors of teachers' question behavior differences from teachers,students and school culture,and gives 10 feasible suggestions on how to ask the teachers to ask questions effectively.