The Status Quo And Countermeasures Of Teachers' Questions In High School Mathematics Classroom

Teacher questioning is one of the important means and methods for teachers to promote classroom teaching and the development of students' learning level.In the high school mathematics classroom teaching,due to the influence of the logic and ion of the teaching content,the importance of teachers' questions has been further highlighted.Therefore,combining with the actual teaching situation,analyzing the problems and reasons of teachers' questions in the current high school mathematics classroom,and analyzing the improvement strategies,is an important path to develop the level of high school mathematics classroom teaching,which has irreplaceable practical value.Based on the above considerations,this paper takes Yichun City as the main research object,trying to explore the problems existing in senior high school mathematics classroom teachers' Questioning in Yichun City,so as to promote the improvement of local mathematics classroom teaching level.This paper is based on literature research,classroom observation and case analysis.Firstly,combined with the practical background of high school mathematics classroom teaching,this paper analyzes the basis and significance of this research,and defines the basic ideas and methods of this research according to the research situation at home and abroad.Secondly,on the basis of discussing the core concepts and theoretical tools of the research,this paper aims at four high schools in Yichun city Based on the observation,statistics and analysis of teachers' questions and the development of students' questionnaires,this paper discusses the problems and causes of teachers' questions in high school mathematics classroom in Yichun City,and analyzes the strategies to improve and develop teachers' questions in local mathematics classroom combined with the actual teaching content.In short,there are some problems in the implementation of teachers' Questioning in Yichun high school mathematics classroom,such as poor effect and students'passive participation.The root cause of these problems is that teachers do not pay enough attention to the common teaching method of questioning for a long time;at the same time,students can not actively participate in the questioning process because of the difficulty of teaching content.The key to improve these problems,on the one hand,need to promote the development of teachers' professional quality,to ensure that they can correctly grasp the opportunity,content,difficulty and type of questioning based on their own experience;on the other hand,teachers also need to pay attention to the implementation of questioning in the classroom,according to the analysis of mathematics teaching curriculum,clear the goal and direction of questioning,and further strengthen the relationship between teachers and students in questioning Group connection,analysis of the differences between individual students.