A Gendar-based Study Of Teachers' Questioning In Junior High School Mathematics Class

According to the requirements of the curriculum standards,combined with the psychological characteristics of junior high school students,such as strong curiosity and good self-expression,in order to achieve good results in classroom,students must be urged to really participate in classroom activities by means of classroom questioning throughout the classroom.Doing this have positive effects on stimulating students' learning motivation,promoting students' participation in the classroom,presenting feedback and evaluation,inspiring thinking and managing the classroom.Therefore,classroom questioning has become the main means of classroom teaching in junior high schools and plays a vital role in classroom teaching activities.At present,the research on classroom questioning mainly focuses on its function,classification,strategy and effective questioning.However,the research on junior high school classroom questioning from the perspective of teachers' gender difference is still relatively few,especially in mathematics.Because there are obvious differences between men and women in speech act,thinking development,physiological characteristics,observation and emotional characteristics,these differences are also shown through the way of asking questions,types of questions and other aspects,which ultimately affect the teaching effect.In addition,the proportion of junior high school mathematics teachers is quite unbalanced at present,so the research on this problem is also of practical significance.Based on this,on the basis of continuous observation of junior high school mathematics classroom teaching for four months,through analysis and research,this paper divides classroom questioning behaviors into six aspects: questioning methods,question types,answer types,questioning skills,waiting time and teacher feedback.This paper collects 60 regular classroom records of 12 teachers(half male and half female),and analyzes these classroom records by using the combination of empirical and qualitative methods.The results show that male and female junior high school mathematics teachers have differences of various degrees in six aspects of classroom questioning behaviors:(1)Female teachers ask more questions in class than male teachers;(2)Female teachers are good at using collective response in non-directed questions,while male teachers prefer to use autonomous discussion in collective-directed or non-directed questions.(3)Female teachers lay particular stress on basic problems,while male teachers pay more attention to guiding students' thinking;(4)Female teachers are more delicate,more emotional and more sensitive to students' emotions,and they are good at using "tips" and other questioning techniques,while male teachers are more flexible in teaching,good at using educational tact,and guide students to explore the answers;(5)Female teachers are more patient.More female teachers wait in 3s~5s than male teachers before students give the answers,and the situation under 3s was fewer than that of male teachers.(6)Female teachers' feedback is mainly "repeated praise",while male teachers use multiple feedback methods.In addition,there are a large number of questions from teachers in class,but the questions are only superficial and attach importance to the answers but ignore the students' thinking development and emotional reactions.Therefore,in view of the above results,this paper puts forward four suggestions:(1)Macro control before class and micro detailed design;(2)Judge the situation in class and skillfully use the strategy of asking questions;(3)Summarize after class and form reflection;(4)Thematic training,complementing with others' advantages.Male and female teachers should maximize their strengths,effectively improve problems and improve teaching efficiency,thus,to promote the professional development of teachers and the development of students' mathematical thinking ability.