Study On High School Mathematics Classroom Questions From The Perspective Of Learning Opportunity

Originally used to explain the external reasons for differences in students' learning outcomes,"learning opportunities" are now more likely to focus on the possibility of students actually participating in learning in the teaching process.Class questioning as a way of learning opportunities is an essential part of the interaction between teachers and students in daily teaching.From the perspective of learning opportunities,it is of great significance to study the classroom questions and to explore the current situation of mathematics teachers' classroom questions and the students' opportunity to answer questions.On the basis of reading,analyzing and sorting a large number of relevant literatures about "learning opportunities" and "classroom questions",this paper mainly uses questionnaire survey and classroom observation method from the perspective of learning opportunity to analyze and study the current situation of classroom questions of high school mathematics teachers.The student questionnaire includes the math teacher's question in the classroom and the students' subjective feelings about the teacher's question.On the basis of reading the relevant literature,combined with the research purpose of this paper and the actual situation of classroom questions,the paper has been produced to observe the class questions.Then choose Zhengzhou R high school senior two math teachers two classes into class,the teacher's classroom questioning behavior to observe,record the relevant data,and record the follow-up data material finishing,in order to further understand the mathematics teacher through classroom questions to give students how many learning opportunities.By analyzing and sorting the data,the following conclusions are drawn: First,students receive uneven opportunities to answer questions in math classes.Second,the type of question,which is raised by teachers,is not reasonable.Third,the allocation of waiting time is unreasonable.Fourth,the teacher's choice of answering is reasonable.Fifth,teacher feedback distribution is reasonable.Based on the above conclusions,in order to better play the value of classroom questioning such learning opportunities,some teaching suggestions are put forward,namely: to maintain equal opportunities to answer questions,to create a relaxed classroom atmosphere,to mobilize students' participation,to improve the way of answering,good at asking students,reasonable arrangement of waiting time,reduce invalidity problems.