A Study And Case Study Of Classroom Questioning By High School Mathematics Teachers

The effectiveness of teacher's classroom questioning determines the quality of classroom teaching.This paper will make an empirical study of the classroom questioning behavior of two senior high school mathematics teachers and two excellent teachers,to analyze the current situation,some problems and shortcomings of classroom "questioning" teaching,and to get the corresponding practical strategies so as to provide inspiration for new teachers.There are seven chapters in this paper.Chapter 1 introduces the necessity of questioning research in high school mathematics classroom.Chapter 2 and 3 is mainly about literature review.Chapters 4 and 5 are case studies and comparative studies on classroom questioning of two ordinary teachers and two excellent teachers from the aspects of the number,type,mode of choosing answers,waiting time,type of students' answers and teachers' reasoning and answering methods.Chapter 6 is based on the data of empirical research practice.Chapter 7 describes the results of this study and some problems that need to be solved in the future.The research shows that the present situation of questioning in high school mathematics classroom is as follows: the number of questions varies;the types of questions are mainly knowledge-based and prompt questions;the waiting time is mainly in 0-6 seconds;the way teachers choose answers is to answer questions together;the teachers pay attention to students' learning emotions and teach students in accordance with their aptitude when answering questions.Based on the existing problems,the author puts forward some suggestions.Suggestions for improvement are as follows: the number of questions in class is not too large,and teachers should give corresponding waiting time according to the type of questions they ask.