Research On The Diagnosis Of Questioning Teaching Behavior In Mathematics Classroom Based On Video Analysis

The new era puts forward higher requirements on the quality of personal training,so education is constantly reformed and developed accordingly.Questioning is a key part of mathematics classroom teaching.High-quality questioning makes students' independent thinking effective and encourages the formation of students' core literacy.In the new era of educational background and the need to develop students' core literacy,the optimization of the teaching behavior of questioning is particularly important.Therefore,the diagnostic research on questioning teaching behavior in mathematics classroom has important practical significance.The research purpose of this article is to construct a diagnostic system for mathematics classroom teachers' questioning behavior,which can analyze the current situation of mathematics teachers' questioning behavior through videos,diagnose the deviation of the questioning behavior,find the cause of the problem,and propose a targeted improvement plan.It aims to develop the questioning ability of mathematics teachers and improve the quality of classroom teaching.Using the method of literature analysis,this paper first defines the core concepts of classroom questioning and teaching diagnosis,then clarifies the functions,types,principles and research status of classroom questioning at home and abroad,and finally understands the process and methods of video coding analysis,which lays a theoretical foundation for the implementation of the diagnosis process;using the method of video analysis,this paper observes and analyzes 12 mathematics classroom videos,forms a diagnostic framework of mathematics classroom questioning teaching behavior,establishes three first level indicators:questioning content,questioning form,question and answer feedback,and further refines 14 second level indicators on this basis.After forming the diagnostic framework for questioning behavior in mathematics classroom,this article explains in detail some of the codes,and uses SPSS software to preprocess and test the index codes to determine their statistical validity and build the final diagnostic scale.Then this article refers to the diagnostic framework to perform diagnostic analysis on the 12 video recordings.Diagnosis reports are formed for classroom videos from five aspects:diagnosis purpose,diagnosis content,diagnosis results,cause analysis and diagnosis suggestions.The diagnosis results of various indicators are counted by Excel.According to quantitative data analysis,the main problems of questioning behavior in mathematics classroom are:unclear question goals,non-situational questions,unreasonable number of questions,inappropriate evaluation content and so on.In response to these problems,this article puts forward strategies for improving questioning behaviors:(1)Pay attention to problem pre-setting and prepare well before class;(2)Enrich the content of questions and allocate types reasonably;(3)Observe students' dynamics and understand students' study conditions;(4)Write verbatim drafts for class and refine the questioning language;(5)Develop professional learning and improve professional quality;(6)Summarize and reflect diligently,accumulate teaching experience;(7)Learn education theory and understand student psychology;(8)Teachers and students interact,constructing an evaluation system.