A Case Comparative Study On Classroom Questioning Of Three Novice Mathematics Teachers In Junior High School

The purpose of this study is to explore the characteristics of the classroom questioning of novice mathematics teachers in junior high school.Therefore,this paper takes three novice mathematics teachers in junior high school A,B and C as the objects of study,and studies the classroom questioning of the three teachers from questioning and answering.The specific study questions are as follows:(1)Characteristics of three novice junior mathematics teachers’ questioning in class and their comparison.(2)The influence factors of three novice junior mathematics teachers’ questioning in class.In view of the research problem,this paper mainly adopts the videotape analysis,interview and comparison.After observing three teachers in several classes continuously,the author chooses a monomial class for a case study.Through the study,the paper draws the following conclusions:(1)The novice mathematics teachers’ professionalism of question design remains to be improved,which embodies in the following aspects.(1)There are too many questions,with a large density.(2)Questions cover various types,but most of them focus on low cognitive level.(3)Questions lack of different levels.(4)Concern about difficulties,but ignore emotional attitude goals,etc.(2)The novice mathematics teachers are deficient in rational judgment for opportunities and ways of feedback.(3)Teachers’ emphasis on question design is an important factor that influences their questioning in class.Therefore,it is suggested that the novice mathematics teacher in junior high school should improve the content of designing questions and reflect on questioning from different perspectives on the basis of classroom questioning principles.