A Comparative Study Of Classroom Questioning By Junior High School Mathematics Teachers

Classroom questioning is the most common teaching behaviors in mathematics teaching.It is one of the main ways of classroom communication between teachers and students,and it plays an important role in promoting the development of students' thinking.In the field of education and teaching,the research on classroom questioning has always been a hot topic,and now it has achieved a lot of meaningful achievements.With the deepening of the basic education curriculum reform,the demand for teachers' professionalization is increasing.Based on the junior middle school mathematics classes,this research choose expert teachers and novice teachers as the research object,and compare the differences between the two types of teachers in classroom questioning,with the hope of providing guidance and reference for the growth of junior middle school novice mathematics teachers.The literature method,questionnaire survey method and classroom observation method are mainly used in the research process.Firstly,the researcher reviewed a large number of literature,and summarized the research results on classroom questions at home and abroad,and related researches of expert teachers and novice teachers.Then the questionnaire is compiled to find the current situation of the question in mathematics classroom.In the survey,it was found that many teachers understood the role of classroom questions in math class,and noted the students' recent development areas,which were easy to be difficult and progressive.Many students also think that classroom questioning in mathematics classes is very important,and most of the students are willing to answer questions actively,but still exist some problems in classroom questioning:(1)some teachers pay less attention to the design of classroom questioning before the class;(2)there is a general lack of response time in the process of questioning,and the teachers' response to students is unreasonable,and some students are unwilling to answer questions.(3)the problems raised by teachers pay less attention to students with learning difficulties and are absent in promoting students' active questioning.(4)teachers lack promptly reflection on classroom questions after class.In the research of classroom observations,the researcher chooses junior middle school expert and novice mathematics teachers as the research object.Through the classroom observations,the researcher organized data and found that:there has significant differences between cognitive level on mathematics problems;In the waiting time,the expert teachers are more reasonable than the novice teachers.In the form of the answer,the expert teacher preferred to choose the answer after "ask questions";There is significant difference between the two approaches.On the effectiveness of the problem,the expert teacher is obviously higher than the novice teacher.Finally,the researcher through SPSS statistical software analysis and find that the differences between the two types of teachers are significant.