Research On The Application Of Question Term In Junior High School Mathematics Classroom Teaching From The Heuristic Guide Talking

Classroom questioning is an important mean in mathematics teaching,which constitutes a pivotal portion of mathematics teaching at junior high school,and is quite artistic.However,presently,due to the misunderstand of curriculum standards,teachers cannot implement heuristic teaching effectively.Instead,they still rely on feeding instruction,with simple judgment and rote memory as their major questionings,which not only resulted in low efficiency in questioning and lack of heuristic,but also ignored the cultivation of students' learning and thinking ability.Therefore,at junior high school,introduction of heuristic guide talking in mathematics classroom is not only important for teachers' professional improvement,but also enhancing the effectiveness of classroom questioning,and stimulating students' learning interest,training students' thinking and inspiring students' wisdom.Based on these backgrounds,this study will comprehensively employ methods such as literature analysis,classroom observation,lesson case research and experience summarization to do the following work:1.Summarizing and overviewing the study of heuristic guide talking;2.Using question code table and record table in mathematics classroom teaching tache to investigate the application of heuristic guide talking in junior high school,as well summarize the conclusions.3.In combination with theories and applications,to propose the principles and strategies of heuristic guide talking for application.4.Based on the principles and strategies of heuristic guide talking,to analyze the application of heuristic guide talking in the specific class such as concept class,exercise class,theorem class,review class and test paper review class.The main conclusions of this study include: First,in the class,experienced teachers are good at using heuristic guide talking to guide and remind students,and focus on goals and directions of how students thinking about problems;Second,experienced teachers are best in heuristic teaching in class.Thirdly,no matter novice or experienced teacher,there is no correlation between them and application ofmethodological guide talking.Fourth,when introducing new knowledge,teachers are good at using heuristic guide talking to stimulate students to the next learning,and focusing at the guidance between new and old knowledge;Fifth,during new knowledge teaching and consolidation,the application of heuristic guide talking are relatively stable;Sixth,the application of heuristic guide talking in class has not been paid enough attention;Seventh,teachers have not valued the importance of knowledge summary and refinement,and lack guidance and tips for students' new knowledge and methods,they also ignored the reorganization of student's cognitive structure.Based on the investigating results of heuristic guide talking in mathematics class at junior high school,we proposed the following application principles: respect principle;appropriation principle;thinking principle;timing principle and gradient principle.we also provided the following strategies: First,fully understand the students;Second,preset heuristic problem situations;Third,enhance the willing to use heuristic guide talking;Fourth,review the experience timely;Fifth,based on student student's cognitive base,construct the heuristic guide talking chains;Sixth,deepening the topic information to construct the heuristic guide talking chains.Innovations for this research: taken heuristic guide talking as entry point in class questioning term,both research viewpoint and theme are novel;studied the application of heuristic guide talking in class of five teachers via class observation,and based on the relevant theory,proposed principles and strategies for heuristic guide talking application.On this basis,given five application examples,such as concept class,theorem class,exercise class,review class,and test paper review class,the research content is novel.