Research On Senior High School Students' Mathematics Classroom Questioning Experience

Questions are the heart of mathematics.Questions can be thought-provoking.Mathematics classroom questioning is very important for students' development.Students' experience affects the effect of mathematics classroom questioning,but in reality,little attention has been paid to students' questioning experience in mathematics classroom.In view of this,this study will study mathematics classroom questioning from the perspective of students' experience.Experience is the deep understanding of physiology and psychology,sensibility and rationality,emotion and thought that the subject obtains when he experiences specific situations in the process of interaction between the subject and the outside world.The content of experience is different,and its dimensions are also different.Students' questioning experience in mathematics classroom is manifested in three dimensions: students' value identification,way expectation and emotional response to classroom questioning.The study used self-designed questionnaires and interviews to investigate the current situation of students' questioning in mathematics classroom from three aspects: students' recognition of the value of classroom questioning,way expectation and emotional response.It was found that students' expectations of questioning in mathematics classroom were not high,and students' experience in questioning in mathematics classroom was mostly negative.This paper analyses the reasons that affect students' questioning experience in classroom from three aspects: students themselves,teachers and peer performance,and finds that the change of students' self-state and students' cognition of self-ability influence the questioning experience in mathematics classroom;the status of head teacher of mathematics teachers aggravates students' tense experience and teachers' feedback dominates students' questioning experience in classroom;peer performance affects students' questioning experience in mathematics classroom questioning experience.Based on this,in order to improve the positive experience of students' questioning in mathematics classroom,four countermeasures are put forward: first,to clarify the function of classroom questioning and to eliminate corporal punishment for questioning;second,to understand students' abilities and psychology and to help students locate clearly;third,to attach importance to positive feedback of classroom questioning and guide motivation;fourth,to establish a balanced interpersonal relationship and create a harmonious environment for questioning.