Research Of The Effectiveness Of Mathematical Class Questioning In Senior High School

Classroom questioning is both a science and an art which is one of the essential techniques of classroom teaching.It is the primary way of communication and the"paving stone" between teachers,teaching materials and students.Effective classroom questioning can motivate students'interest in learning and desire to learn,ignite the spark of students'thinking as well as provide bridges and ladders for students to find problems and solve problems.Therefore,it could guide students to step into the hall of knowledge and improve classroom teaching efficiency.They all require proper classroom questioning strategies from the teachers when it comes to how to implement quality education at present,how to give full play to the function of classroom questions,how to make classroom questions play a role in promoting the overall development of students.The approaches in this dissertation are questionnaires,classroom observations,interviews and other methods.Through these,the author understands the views of both teachers and students on mathematics classroom questioning,and summarizes the problems in the current classroom questioning:(1)Classroom questioning rely more on quantity than quality;(2)Inaccurate problem statement;(3)the problems are too superficial,no purpose;(4)the question does not take into account all students;(5)the sequence of the problem is unreasonable;(6)the feedback after the question is not in time.The author puts forward several solutions for improving the effectiveness of classroom questions based on the above factors which affecting the efficacy of classroom questions,as well as combining with the evaluation criteria of classroom effectiveness in the relevant literature:1.Improve the efficiency when designing the problem;2.Improve the effectiveness when arranging the sequence;3.Improve the effectiveness of the problem's scope;4.Improve the effectiveness in positive evaluation;5.Improve the efficiency in questioning intervention.Then design a teaching case of a classroom questioning use these solutions and evaluating its effectiveness.As a matter of fact,it is challenging to make every classroom questioning effectively as the questions are ever-changing in the actual class.There is still a lot of research space on how to improve the effectiveness of mathematics class questioning.The author will continue to pay attention to the effectiveness of classroom questioning in future work.It is also hoped that the research in this paper will help the teachers to improve the efficiency of classroom questioning.