Investigation On Effective Questioning In Class Of Junior Middle School Mathematics Teachers

Questioning is the essence of mathematics classroom teaching.Math classroom questions play a role in inspiring students to think,guiding students to acquire new knowledge,checking and evaluating teaching effects,and maintaining and organizing classroom teaching order.Obviously,it is necessary to investigate the questions in the classroom.In addition,the development of teachers has undergone a "from novice-proficient-expert process".It is relatively easy to develop from a novice to a proficient.The proficient stage is the most important transition period for teacher development,and it is also the most difficult period.Studying the current situation of effective questioning in the mathematics classroom of experienced teachers is beneficial to the development of teacher expertise and the improvement of teaching quality.This article studies the current situation of effective questioning by experienced teachers in mathematics classrooms and the differences in effective questioning by experienced teachers at different stages.By using Wen Jianhong's teacher and student questionnaires,the current situation of effective questioning in the junior middle school mathematics teacher's classroom was investigated.Then,referring to Good and Broffe's questionnaire observation table,the classroom observation table was compiled.To explore the characteristics of effective questioning in mathematics classrooms of experienced teachers in different stages.The following conclusions are reached:(1)The junior middle school mathematics teachers in class ask questions mainly to promote thinking;Students' active questions are poor,on the one hand,because the teachers do not pay attention,and on the other hand,it is due to the psychological characteristics of junior high school students.(2)Too many practical questions for "task" masters make students less motivated in the classroom;the types of questions are mainly selected by hand raisers,which will delay time when the questions are simple;There are more unanswered answers.It's not good for student learning.(3)"Problem" proficient have fewer practical questions,which is not conducive to consolidating new knowledge in a timely manner;They do not pay attention to allgive appropriate waiting time,and the "task" and "question" proficient perform poorly in this respect;"Stable" proficient will experience inflexibility in teaching activities.For the above results,the following points were obtained: "task" skilled teachers should try to design the teaching from the perspective of students,While increasing the difficulty of asking questions,we must also take care of the students' affordability;The "Problem" skilled teachers should consciously pay attention to the whole class of students,reflect frequently,and accumulate teaching experience;"Stable" skilled teachers have basically matured in all aspects of teaching,but their innovation is not enough.At this time,teachers with good qualities have become an excellent teacher.I believe that after specific teacher training,regular reflection,and active participation in educational science research,it is possible to grow into an expert teacher.