Investigation And Research On Classroom Questions Of Novice Mathematics Teachers In High School

Questioning in the classroom is an important means of mathematics teaching.Through it,teachers can keep abreast of students' learning at any time ?concentrate students' attention?stimulate interest in learning,and receive good teaching effects.But novice teachers have just taken up teaching positions,and they are not very proficient in this kind of teaching skill,it is inevitable that there are such problems.In order to speed up the novice teachers to quickly and skillfully master the skills of classroom questioning,and accelerate the professional development of novice teachers,this study will discuss the following questions:What is the status of classroom questions for novice math teachers in high school? What are the problems and reasons for high school math novice teachers' classroom questions? What are the strategies for improving the questioning level of novice math teachers in high school?This research mainly uses literature research method,classroom observation method and interview method.First of all,the literature research method is used to sort out the relevant research on general classroom questions,high school mathematics classroom questions and novice teachers' classroom questions,which lays the relevant theoretical foundation for this research.Second,the classroom observation method is used to understand the status of high school mathematics novice teachers' classroom questions.Finally,the case study method and the interview method are used to analyze the problems and reasons of the novice mathematics teachers' questions in high school.Based on the analysis of the classroom questions of 6 novice teachers,this study summarizes the status of classroom questions of novice teachers of mathematics in high schools: ?From the number of questions,there are many classroom questions of novice teachers of mathematics in high schools,and the gap between the numbers is large;?From the perspective of questioning manners,high school math novice teachers mainly focus on simple questions,and the proportion of non-knowledge questions is too high;?From the perspective of question types,high school math novice teachers use mechannical questions?memory?understanding and application questions mainly,ignore critical questions;?From the perspective of questioning time,high school math novice teachers mainly focus on the question in the lecture,lack of consolidation exercises and class summary stage questions;?From the perspective of questioning objects,noviceteachers in high school mathematics mainly focus on group questions answered by the whole class,and individual questions tend to be volunteers and outstanding students,the cooperative learning is not very directional;?From the perspective of waiting time,the waiting time of novice teachers in high school mathematics is mainly 0-3seconds;?From the perspective of teacher answering,most novice mathematics teachers in high school have no-evaluation answering,replenishment and follow-up,and there are too few ways to assess development answers.By sorting out the current situation of classroom questions for novice math teachers in high schools,the author found that the following questions existed in classroom questions for novice math teachers in high schools:The number of classroom questions asked by novice math teachers in high schools was large,the gap was wide,and the quality was low;teachers' classroom questioning language is unclear and inaccurate;uneven distribution of classroom questioning time for novice math teachers in high schools,re-lecturing lesser summary;single questions in novice classrooms for high school mathematics teachers,ignoring differences among students;unreasonable waiting time for novice mathematics teachers in high school;the evaluation is lack of depth,and the method of praise is simple.Based on the status quo survey and the analysis of the reasons,this study proposes seven strategies for improving classroom questioning for math novice teachers in high schools:Novice teachers should fully prepare lessons,consult old teachers,and ask questions at key points;novice teachers should organize various questions,enable to cultivate students' thinking;novice teachers should ask questions at appropriate times and complete links;novice teachers should flexibly choose the answerers,and enable to stimulate students' interest;novice teachers should pay attention to rational answers,and evaluation should be sincere;novice teachers waiting time should be reasonable and create a relaxed atmosphere;the school should strengthen management and increase training.