A Case Study Of Waiting Time For Middle School Mathematics Teachers To Ask Questions In The Classroom

Questioning is an important part of mathematics classroom teaching,which can not only effectively promote the development of teaching activities,but also increase the interaction between teachers and students,and trigger and promote students’ thinking.Researches on classroom questioning often focus on the types and strategies of teachers’ effective questioning and ignore the important influence of teachers’ waiting on students’ answers in the process of questioning.The common questioning process in classroom teaching generally includes several links such as teacher questioning-student answering-teacher questioning-student answering-teacher summarizing.There is waiting behavior between every two links.Reasonable waiting gives students more time to think and improves the quality of students’ answers,so it is considered as a necessary factor for efficient questioning.Therefore,the study of teachers’ waiting behavior in classroom questioning is of great significance for understanding teachers’classroom teaching behavior and improving the quality of teachers’ questioning.At the same time,the video analysis of classroom teaching has gradually changed from the study of a teacher’s one lesson to the study of a teacher’s many lessons,because the conclusion of teaching quality obtained from short-term observation cannot adequately describe the teacher’s practice.Based on the classroom teaching records of two junior middle school math teachers in a total of 16 classes,this study studied the teachers’ waiting behavior and strategies in a unit of math teaching.In this study,IRF framework(Initiation-Response-Follow-up)was used,and teachers’ questioning situations were divided into two types,namely,IRF(Multiple),IRF(Single)and Q-A,according to whether teachers asked questions after questioning.In IRF(multiple)situation,the teacher will ask questions after asking questions,while in IRF(single)&Q-A situation,only the teacher will ask questions.Then,the types of teacher questions are further coded.The teacher questions are divided into 7 types and the teacher questions are divided into 6 typesOn this basis,this study analyzes the variation of teachers’ waiting time for questions under different types of questioning and different situations in a unit teaching,and then investigates and analyzes teachers’ waiting strategies in the process of questioning.This study is divided into five parts.The first part is the introduction,which briefly introduces the background and significance of this research.The second part is literature review and review,which will sort out and comment the definition of waiting time and related research.The third part is the research design,which explains in detail the operational definition of the research object,data collection,waiting time,coding framework and data analysis process.The fourth part is the research results and the enlightenment;Finally,the research implications of the waiting strategy are discussed,and some suggestions are given to improve the quality of classroom questioning.This study found that:Teachers’ waiting time 1 fluctuates a lot,while waiting time 2 fluctuates a little;The more complex the question sequence is,the longer the average waiting time is;Compared with questioning,the average waiting time of teachers is longer;Compared with asking questions,the average waiting time of teachers in the process of questioning is longer;When asking questions,teachers wait longer after open questions and reflective questions;As for follow-up questions,teacher a will wait longer after asking questions again,and teacher B will wait longer after repeating questions.