A Comparative Study On The Classroom Questioning Of Novice Mathematics Teachers From Different Professional Backgrounds

With the development and progress of the times,education is getting more and more attention from all countries.China's education reform is in full swing,curriculum reform is like a piece of cake.Continuous optimization of all aspects the curriculum is an important aspect.Now the power of teachers is growing up,more and more novice teachers of non-normal majors are entering the teaching team,and they have not received systematic normal education.Therefore,it is necessary to change the "one-size-fits-all" mode in pre-service training to a extent,so as to carry out pre-service training in a more targeted way.This research mainly aim for the curriculum design of class questioning,main purpose is to try to find out the different professional background of novice elementary school mathematics teacher in the classroom questioning of the differences in various aspects,and then analysis the causes of the formation of differences,offer help to teachers on the aspect of improving classroom questioning,moreover,it can provide some suggestions for teachers'pre-service training.This study consists of three parts.The first part is mainly about interviewing and collecting information.The main purpose of the interview is to find out the differences in the four aspects of preparation,knowledge source,knowledge enrichment and planning time for classroom questions of novice teachers from different majors.The researchers selected 33 primary school mathematics teachers in Beijing who had worked for one to three years,and all of it had got master's degrees,28 samples were fitted.Fourteen of them majored in mathematics and the other 14 in non-normal majors.After a period of interviews,it shows that novice teachers with different professional backgrounds have some different acknowledge of classroom questioning and other aspects.The second part is to go deep into the classroom,collect classroom videos and analyze the videos.The object of study are the same four novice teachers who is selected from Beijing elementary school,work years 1-2,2 for mathematics teachers'professional,2 for other majors,as possible to ensure consistent besides professional factors,such as:teaching experience,age,gender,etc.Researchers obtained a total of 8 complete class videos under the condition of objectivity and justice.2 of which were recorded by each student.After screening,each student selected 1 video,and 4 videos in total as the research samples.After the text analysis of the video,the number,type,manner and feedback of classroom questions of the two types of teachers were counted,and the differences between the two types of teachers were further obtained objectively.The third part mainly combines the research results to provide mutual learning experience for the two types of teachers,optimize the effect of classroom questioning,and provide suggestions for teachers'pre-service training.First,through interviews and information collection,it is found that novice teachers of non-normal majors are relatively short of knowledge reserves in classroom questioning.Not all teachers will design classroom questioning in advance,and classroom questioning only takes up little time.Secondly,through the statistical analysis of the two types teachers on classroom questioning situation,it is found that novice teachers who are not normal teachers should learn more relevant knowledge to further improve the structure and effect of their classroom questioning.Thirdly,the pre-service training should further supplement and improve the classroom questioning,and take different training measures for different situations of the two types of teachers.