The Art Of Questioning

Questioning is a widespread activity in human life.As questions arising,we are always involuntarily starting the next level of questions in the subconscious.The core word of the problem must be “question”,and it is natural with the appearance of the problem.At the same time,the validity of the problem is obvious.This paper starts from the system,the whole two perspectives.It studies the effective question structure of mathematics class according to the teaching content and subject characteristics.The concept of effective question structure in class and the relevant forms of expression are explained.On this basis,the relevant analysis framework of mathematics teaching cases is established to further analyze the cases.These studies are of great significance to how to improve the teaching effect and how to design effective classroom questioning.This paper is divided into five chapters:The first chapter introduces the background and the significance of the research from the perspective of the importance of the effective question structure.Then the existing literature on effective classroom questioning is sorted out and discussed mainly from two aspects: The current situation of effective classroom questioning at home and abroad mainly analyzes the mistakes and problems in classroom questioning;The effective question structure in class is analyzed from the perspective of effective question chain and question structure.Finally,the research methods are discussed.The second chapter defines the core concepts,analyzes and organizes the existing literature,gives relevant definitions to the effective question structure in the classroom,also analyzes the structure of effective questioning in the classroom from four directions:the way of problem connection,the relationship of quantity proportional,the type of question structure and the influencing factors of effective questioning.The third chapter establishes the analytical framework of the effective questioning structure of the classroom,and builds an analytical framework for the effective questioning in the classroom and formulates the analysis steps of the teaching case based on the relevant theoretical basis.The fourth chapter analyzes the teaching case,and selects two teaching records including one new lectures and one review class,and analyzes the effective question structure of the three sections of the class.It is found that different levels of classroom teaching content will make each quantitative relationship,the problem linking methodand the structure type of the classroom questioning different.In addition,interviews were conducted with relevant teachers to explore effective classroom questioning from multiple perspectives and levels.The fifth chapter concludes with a description of the main arguments,deficiencies and the next research directions of this study.