Research On The Relationship Between Teachers' Questioning And Students' Response In The Senior High School Mathematics Classroom

In senior high school mathematics classroom,as the main and significant teaching behavior,putting questions to students is a significant way to facilitate communication between teachers and students.From the process of questioning in class,teachers are the main initiators and organizers,and they have a huge impact on students' response during questioning in class.On the basis of analyzing and drawing lessons from the studies of teachers' questions at home and abroad,30 examples about class from the platform of " One Teacher an Optimal Lesson " have been analyzed and studied by using the methods of classroom observation table of teachers' questions and students' responses.Data is counted from five dimensions: type of questions asked by teachers,way of answering questions,continuous questions from teachers,way of feedback and the students' response.Then,the relationship between teachers' questions and students' response in class shall be analyzed in detail by using some statistical test methods.After that,in view of the research results,the corresponding suggestions will be put forward to improve the level of questioning from teachers.According to the research: 1.The general characteristics of teachers' questions and students' responses are as follows:(1)the type of question is mainly low cognitive level;(2)the way of asking questions to students is single,mainly asking questions to students;(3)continuous questions will be fully put to use,mainly focusing on general continuous questions;(4)the feedback is mainly appreciative and repetitive;(5)students respond positively,but the response level is low.2.According to the analysis,it is found that types of questions,way of answering,the teachers' behavior of continuous questions and way of feedback raised by teachers have a certain influence on the students' response,which is mainly manifested as:(1)there is a strong correlation between question types and student responses,and the consistency is general;(2)call-and-answer mode significantly positively affects students' response level;(3)there is a strong correlation between teacher inquiry and student response;(4)feedback can have a hidden influence on students' responses.In order to help teachers improve students' cognitive level of response by asking questions,the corresponding suggestions are put forward from two aspects: improving the teaching practice of asking questions in senior high school mathematics class and improving teachers' professional development.1.In teaching practice:(1)the proportion of each problem type shall be reasonably arranged;(2)the single call-and-answer shall be avoided and the students shall be attached great importance to participate in the classroom;(3)the detailed inquiry should be made timely and effectively to avoid to be repetitive;(4)the teachers shall use feedback reasonably and avoid the method of being judged by others;2.To improve their professional development:(1)reflective consciousness of mathematics teachers shall be enhanced;(2)teachers shall enhance the awareness of students;(3)the theoretical learning shall be enhanced from teachers;(4)the ability of teachers to use education wit shall be enhanced.