Research On The Effectiveness Of Questioning In High School Mathematics Classroom

Senior high school classroom questioning is a common teaching method for senior high school frontline teachers to implement teaching,and it is also an important means of good communication and information transmission between teachers and students.The subject of mathematics has a high degree of abstraction and strict logic.The characteristics of this subject play an important role in the development of students' thinking and the cultivation of learning ability.However,in actual teaching,mathematics teachers do not pay enough attention to classroom questions or ask questions in inappropriate ways,which seriously affects the actual efficiency of the classroom and the generation of actual classroom effects.Therefore,strengthening the attention and application of classroom questioning in teaching can greatly improve the classroom teaching effect of mathematics teachers and the development of students' thinking.This research mainly uses the methods of literature research,observation and interview to investigate a high school in Changbai Mountain Administrative Committee.Through the study of the literature,we can learn about the relevant research results of domestic and foreign classroom questioning,and lay a theoretical foundation for the effectiveness of high school mathematics classroom questioning.At the same time,a large number of classroom lectures,observations and interviews with some students and teachers were conducted in the high school mathematics classroom.Through investigation,we know the current situation of teachers' actual teaching and students' actual feedback in high school mathematics classroom,which reflects some problems in actual teaching.For example,some teachers' unreasonable classroom questioning design makes the problem design too tight,the language of classroom questioning is not concise,the goal of asking questions is not clear enough.Some teachers ignore the importance of classroom questioning in cultivating students'emotional attitude.Some teachers' questions cannot arouse students' interest,and students' enthusiasm and class participation are not high.This study aims at a series of problems in senior high school mathematics classroom questioning.On the basis of analyzing the causes of the problems and taking the development of students as the foundation,this study makes in-depth exploration from three aspects:strengthening teachers' design of classroom questioning,strengthening teachers' professional accomplishment and giving full play to students' subjective role.It puts forward strategies beneficial to improving the effectiveness of senior high school mathematics classroom questioning:the timing of classroom questioning should be accurately grasped;The goal of raising the content of the question should be clear.The language of classroom questioning should be simplified.Classroom questioning should be creative,flexible and open.Classroom questioning should be closely related to real life.Classroom questioning should expand students' participation;Teachers should correct their teaching attitude and carefully design their teaching.Teachers should give encouragement and praise to students after answering questions.Teachers should turn "questioning punishment"into "reminding of love";Teachers should create their own personality charm and unique teaching style.Teachers should fully understand students and know the enemy and yourself.We should grasp the rhythm of questioning and give students space to think.We should guide students to ask questions and be the "controller" behind them.The purpose of this study is to provide some referential suggestions for senior high school mathematics teachers to improve the effectiveness of mathematics classroom questioning,hoping to help teachers improve the actual effect of mathematics classroom teaching,improve students' enthusiasm for participating in mathematics classroom,develop students' logical thinking,improve students' ability to discover and raise problems,analyze and solve problems,and make mathematics classroom effective and efficient.