A Study On The Mistaken Ideas And Countermeasures Of New Mathematics Teachers Questioning In Class In Senior Middle School

With the gradual implementation of the new curriculum liberal education,the requirements for teachers' teaching skills,professional ability and comprehensive quality are gradually improving.There are many problems for novice teachers in practical teaching,therefore,how to shorten the growth cycle of junior high school math teachers and how to improve the professional quality of junior high school math teachers and improve their classroom teaching questioning ability has become the most concerned issue of many educational researchers at home and abroad.Classroom questioning is an important means for teachers to keep abreast of students' learning and to carry out teaching smoothly,and effective classroom questioning can help to improve classroom efficiency and stimulate students' interest in learning.Based on the author's classroom teaching experience,this paper first explores the relevant literature of the research on the mistaken area of asking questions in mathematics classroom at home and abroad,and then,according to the former research results,communicates with the tutor to determine the research questions,and compiles the dimension table of asking questions in class,classroom observation,dimension table and interview results were analyzed among 30 junior high school mathematics teachers from Shu le County experimental school and Shu le County No.1 Middle School,to understand the influence factors and effective questioning strategies of novice mathematics teachers in senior high school.Through the research,it is found that the misunderstanding of the new mathematics teachers' questions in the classroom is mainly reflected in the following five aspects:(1)The types of questions in the classroom questions mainly focus on the memorizing questions,and part of them focus on the understanding questions,less focused on research-oriented,applied,analytical,comprehensive,evaluation-oriented problems;(2)Classroom questioning is limited to the teaching purposes of this lesson,not transferred to other knowledge points;(3)There are few questions about the cultivation of core literacy;(4)There are some deviations in teachers' questions about examples and exercises in class;(5)The students' questions are simple,and the probability of students' questions and students' questions and answers is very small.Based on the above findings,the countermeasures for new mathematics teachers in senior high school to improve the effectiveness of classroom teaching are as follows:(1)To read the curriculum standards and textbooks thoroughly,and to improve their professional quality;(2)To strengthen the training of basic skills in mathematicsteaching,develop high-quality lesson plans;(3)Teachers should design more inquiry-based questions which are based on students' cognitive level and stimulate students' effective thinking;(4)Novice Mathematics teachers in senior high schools should enhance their understanding of the syllabus requirements of the examination and put forward questions with pertinence and clear purpose;(5)Novice Mathematics teachers in senior high schools should have a deep understanding of the importance of mathematical thinking methods so as to design high-quality questions which point to the cultivation of mathematical thinking methods;(6)Novice Mathematics teachers in senior high schools should pay attention to the observation of students' performance in class,select reasonable objects to ask questions,and put forward high-quality questions which train students' problem-solving ability.