The Research On Strategy Of Effective Questioning In Junior High School Mathematics Class

"Mathematics Curriculum Standard for compulsory Education(2017 Edition)" aims to promote the implementation of quality education,cultivate students' creative spirit and practical ability,and promote students' all-round development.It is clearly pointed out that teaching activities are active participation and interaction between teachers and students.The process of common development.At the same time,mathematics teaching activities must stimulate students' interest,arouse students'enthusiasm and guide students' mathematical thinking.Effective mathematics teaching activities are the unity of teachers' teaching and students' learning,students are the main body of mathematics learning,teachers are organizers,guides and collaborators of mathematics learning.This leads to the current student-centered teaching model entering the classroom,but both the new and the old teaching mode Asking questions is an essential part of teaching,so that students can participate in the classroom very well,which is beneficial to the generation of students'core literacy,such as mathematical abstraction,logical reasoning,mathematical modeling,mathematical operation,visual imagination,data analysis and so on.According to Piaget' s theory of cognitive development,Vigor's recent development area theory and Howard Gardner's multi-intelligence theory are studied by means of literature,questionnaire and interview.First of all,through the review of the literature,the research topic and the research status,and secondly,the questionnaire investigation on the effective question of the junior middle school students in the third middle school of Yanji city is carried out around the determined research subject,at the same time,in order to ensure that the result of the investigation is not accidental,Finally,through the results of the survey,the problem of the question of the junior middle school' s mathematics classroom is found out.And propose strategies to solve the problem.Through the research,it is found that the following problems exist in the middle school mathematics classroom questioning:the phenomenon of "full irrigation" and "full hall asking" co-exist in the classroom;the lack of comprehensiveness of questioning;the lack of depth and breadth of questioning types;Teachers' unreasonable way of answering and teachers' lack of after-school questioning and reflection,and so on.In view of the above problems in this study,the author puts forward some suggestions from five aspects.Teachers should pay attention to the design of questions;teachers should choose high-quality questioning methods;teachers should grasp the content of questioning;teachers should answer questions in a timely manner;teachers should reflect on questions after class.