A Case Study Of Elementary School Mathematics Teachers Asking Questions In The Classroom

Classroom questioning is the main way of classroom interaction between teachers and students,with the advancement of new curriculum reform,people puts forward new requirements for classroom questioning.And classroom questioning also gives a new content and functionality.It is not a simple way to ask a student to answer a question in a class,but through an effective classroom challenge to arouse student's interest in learning,to mobilize that classroom atmosphere,to promote the development of the students' thought and to improve the efficiency of the classroom teaching.Therefore,people pay more and more attention to teachers' classroom questioning,hoping to develop students' thinking and innovation ability through teachers' classroom questioning.And the excellent special teacher's classroom is always full of vitality,the students' thinking always collides with the teacher's question and sends out the spark of thinking.From the current research on mathematics classroom setting,there are few case studies on the mathematics teachers of elite grade elementary schools.Therefore,the author takes the guidance teacher as the object of the study,and makes a detailed record of the teacher's math class in the form of a case study through the non-participative classroom observation,and makes a detailed analysis of the eight classes,including the type of teacher's classroom question,the way to select students to answer questions,the way to answer questions,the types of students to answer questions,and the after-class interview.The author counts 8 math classes of special teachers by observing and recording tables set up by Good and Brophy in class,and analyzes the statistical results.It was found that the teacher's classroom questions were mainly analytical questions,and the level of questions was higher,which was more in line with the overall level of the class.The students who had raised their hands mainly answered the questions,but they were able to take care of the whole class.Every student has the opportunity to answer questions;the teacher will have proper waiting time after asking questions;and the type of answers that students are asked to answer is mainly inquiry questions.Teachers' responses to students are accompanied by effective feedback andencouraging evaluation.Through the interview,I learned that the teacher attached great importance to the teacher's attitude to the classroom,and constantly revised it according to the specific situation of the class in her own teaching.On the basis of this research,the author analyzes the results of the research,summarizes the characteristics of the teacher's classroom questioning,and hopes to enlighten the front-line teachers.At last,the author puts forward three strategies according to the specific situation of the teacher.Including around the target and the preset question,developing students' thinking ability;flexible use of rhetorical questions art,to promote students' thinking depth;creating a good problem situation and encourage students to ask three questions.