A Qualitative Research On Classroom Questioning As An Opportunity To Learn In High School Classroom

With the intensive research on education equity and classroom teaching,people are paying more and more attention to students' opportunities to learn in the classroom.In the classroom teaching research,one of the most common and most universal issues in the classroom is classroom questioning,which cannot be ignored.We can see classroom questioning as an opportunity to learn because its main purpose is to promote student's learning.This study takes classroom questioning as an opportunity to learn,and tries to explore what the classroom questioning has to do with students' learning from the persective of students.The classroom questioning in this study refers to teachers giving questions to students.Classroom questioning is an interaction process between teacher and students around the problem.The problem is the center of the teacher-student interaction,and determines the form and quality of teacher-student interaction to a certain extent.Therefore,this study focuses on the attributes of the question in the classroom questioning,combines existing research and research interests,and focuses on three major attributes of the issue: challenge,clarity,and continuity.From the student's point of view,what's the relationship between the question's attributes and student's learning? How do these attributes affect student's learning? Is there a better classroom questioning for the student's learning?There are three main levels to study student's opportunity to learn at the classroom level.The first level is the realization of the opportunity to learn,that is,whether the certain opportunity to learn can promote student's learning or not.The second level concerns the development and distribution of the opportunity to learn,focusing mainly on how many opportunities to learn students receive.The third level concerns the value of the allocation of the opportunity to learn,focusing on the fairness of the allocation of the opportunity among student groups.This study explores the significance of the classroom questioning from the perspective of the opportunity to learn.It focuses on the first level,involves the second level slightly,and doesn't involve the third level.In this study,the mathematics teachers and students of two mathematics classes in one grade of H high school of a district in Shanghai were seleated as the research subjects,and classroom observation and in-depth interview methods were used for a period of about two months.In the classroom observation,this study uses self-made classroom observation tables to obtain general information about classroom questioning and student's learning.It records the questioning process of typical questions,which is the one of the important materials for this study.The in-depth interview method is the most important research method in this study to explore the student's perception and cognition of the attributes of the classroom questioning in the classroom.The paper is divided into six chapters.The first chapter is the introduction.The second chapter introduces the basic information concerning classroom questioning of the school.From the third chapter to the fifth chapter are the main parts,showing the relationship between the challenge,clarity and continuity of the problem and students' learning.The sixth chapter is a summary and recommendations.This study finds that: from the student's point of view,the problem of incorporating new knowledge points,the problem of synthesizing multiple knowledge,and the problem of similar expansion are more challenging for students in a general sense.The challenge of the inclusion of new knowledge points lies in the skilled migration of new knowledge points.The challenge of integrating multiple knowledge points lies in the arrangement and combination of knowledge points.The challenge of expanding into the same problem lies in the interference of the original path.Challenging questions affect students' learning expectations,learning inputs and interest in learning.The wat that teachers deal with challenging problems,such as disaggregating problems,aomparing mistakes and correcting answers,and interpreting students' answers,also affect students' learning positively.In terms of the clarity of the question,the students' view of the clarity of the question in the mathematics classroom is relatively uniform.They believe that the existing questions are very clear in the problem description.The lack of clarity is due to the complexity of the problems rather than the students' expression.There is no clear correlation between the clarity of the question and the frequency and rhythm of the question.In senior mathematics classrooms,questioning situations are rarely created,and students dislike to create contexts for problems.It is believed that creating problem situation is not good for the realization of problem clarity.Problem of coninuty do bring psychological pressure to students.However,the vast majority of students emphasize the positive impact of continuous problems on their own learning concerns.They believe that continuity is the first and most prominent role in students' learning concerns under the psychological pressure.It highlights its own level of learning concerns.To promote better learning for students,the study suggests that: optimizing the treatment of challenging problems,reassessing the existence of problem situations in high schools,and examining and applying the meaning of the continurity of problem properly.