A Comparative Case Study Of "Problem Solving Teaching Questions" Between Expert And Novice Math Teachers

This paper mainly analyzes the problem solving link,question type and question content of "problem solving teaching questions" by comparing the expert and novice teachers of junior middle school mathematics,research expert junior middle school mathematics teacher "problem solving teaching questions" problem solving link,question type and question content have what characteristic? Novice junior middle school mathematics teacher "problem solving teaching questions" problem solving link,question type and question content what characteristics? Comparative analysis of expert and novice junior high school math teachers "problem solving teaching questions" what is the difference?This paper mainly uses case study method,classroom observation method and interview method to analyze the junior high school mathematics expert type and novice type teachers "problem solving teaching questions".The case of expert teachers is the "average person" selected from 77 middle schools in urumqi city.Combined with the theoretical basis and relevant literature,the classroom observation scale was developed to observe and analyze the 30 problem solving teaching classes of the two teachers,from which two representative problem solving teaching classes were selected for in-depth analysis.Combined with the interview content,the characteristics and differences of "problem solving teaching questions" between expert and novice teachers were extracted.The main conclusions are as follows:Expert and novice teachers "problem solving teaching questions" has the following characteristic: the expert teacher in different problem solving questions in proportion to the number of different question types,diversified,tend to be high cognitive open questions,questions content form logic clear chain,pay attention to the problem solving reflection questions and inquiry teaching idea.Novice teachers have the largest number of questions in the planning process,the types of questions are simple,there are more low-cognitive closed-type questions,the logical relationship between questions is confused,and the teaching concept of injection is reflected.The differences between expert and novice teachers in "problem solving teaching questions" are mainly reflected in the following aspects :(1)the differences in problem solving links are mainly reflected in the total number of questions and the suitability of problem solving links;(2)the differences in question types are mainly reflected in question types,gradient and openness;(3)the differences in the contentof questions are mainly reflected in the logicality of the content and the reflection on the problem solving;(4)there are differences in teaching concepts between novice teachers and expert teachers.According to the characteristics of expert teachers' "problem solving teaching questions",four suggestions are put forward to improve the effectiveness of novice teachers' "problem solving teaching questions".(1)novice teachers should pay attention to the personalized needs of learners in different problem solving stages,and do a good job in the exemplary problem solving and questioning links;(2)novice teachers should pay attention to students' cognitive level and design diversity;(3)novice teachers should focus on the logic between problems;(4)novice teachers should attach importance to the questions of problem solving and reflection.