Research On The Effective Use Of Class Questioning Of Senior High School Mathematics Teachers

With the deepening of education reform,domestic and foreign educators are more and more focused on class questioning.In the mathematical teaching,class questioning is not only an important way of communication between teachers and students,but also an important factor in teachers' teaching quality.What's more,effective class questioning not only can stimulate students' learning enthusiasm,but also can help teachers check and evaluate the teaching effect.Therefore,the study on class questioning is of great significance for improving teaching quality.Although teachers attach great importance to class questioning and regard it as the main method of teaching,there are still problems in class questioning of high school mathematical teaching.Based on previous researches,this paper further investigates the current situation of class questioning and then analyzes the problems of class questioning of high school mathematical teaching.Finally,the paper puts forward some principles and suggestions about how to improve the effectiveness of class questioning.On the basis of the previous researches,this paper defines the concept of effective class questioning and puts forward its evaluation criteria,which provide the theoretical support for the interview investigation,class observation and case analysis of class questioning in senior high school.This paper argues that the effectiveness of class questioning can be evaluated from three dimensions: presetting questions before class,questioning in class and the reflection after class.This study interviewed four high school math teachers on class questioning,and then observed and recorded two teachers' math class.After that,this paper analyzes the case of class questioning.Through class observation and the analysis,the paper summarizes the main problems in class questioning of high school mathematical teaching.Finally,based on the survey,the paper concludes principles and suggestions for the effective use of class questioning.For example,before class teachers should fully consider the learning situation and prepare the proper questions.In class,teachers should grasp a proper opportunity to raise questions,express your questions clearly,and pay more attention to the feedback on students' answers,etc.After class,teachers should summarize and reflect on class questioning.What's more,the paper has also put forward an evaluation scale for the self-evaluation of teachers and student evaluation of class questioning of high school mathematical teaching.Based on the proposed principles and suggestions of class questioning,this paper gives the design of the implementation of class questioning,and then analyzes the class questioning according to the evaluation criteria to reflect the practical significance of these principles and suggestions.It is hoped that the paper not only can provide advice on class questioning of high school mathematical teaching,but also improve the effectiveness of class questioning and the teaching quality.