Question Structure Of Middle School Mathematics Class

Class questioning is an important means to achieve teaching objectives.Nowadays,class questioning has gradually become the research focus of education workers.Dialectical materialism tells us that the world is universal,Therefore,we should also study class questions from the perspective of the whole.This thesis is from the perspective of the whole and the system,combining the teaching content and the characteristics of mathematics subject to study the structure of class questioning.Focusing on the concept and manifestation of class questioning structure,and establishes an analytical framework for teaching cases and analyzes the cases.These studies are of great significance to how to design class questions and improve teaching effect.The first chapter is the introduction,this paper discusses the background,thoughts and significance of the research from the perspective of the importance of class questions.The second chapter is literature review.There are three main aspects of sorting out the existing literature:discuss the function of classroom questioning and how to carry out effective class questions;study the status of class questions,mainly analyzes the problems and misunderstandings in class questioning;the structure of class questioning is studied from the logical relation between problem chain and problem.The third chapter is the definition of the core concept.The existing literature has been collated and analyzed to define the structure of class questioning,and analyzed from the three directions:proportion,problem connection and question structure.The fourth chapter is the framework of the structure of class questioning.Based on the previous theoretical basis,the paper establishes the analytical framework of class questions and the analysis steps of teaching cases.The first step,collect the questions that have been selected for class teaching.The second step,analyze the relationship between the proportion and the problem,make analysis chart and analysis chart.The third step,on the basis of the previous analysis,we draw the question structure diagram,and the structure of classroom questions is determined by the structure diagram.The fifth chapter is the teaching case analysis.This paper selects two new lectures and a recitation lesson,analyze the structure of questions in class,it is found that according to the teaching content,the number of questions in each class is different from each other in terms of the number of questions,the way the questions are connected,and the structure types of the questions in the classroom.The sixth chapter is conclusion.It includes the main conclusions,shortcomings and directions of the research.