Research On Classroom Questioning In High School Mathematics Concept Class For Deep Learning

Classroom questioning is one of the common teaching activities,which plays an important role in mobilizing students' thinking and activating the classroom atmosphere.With the help of effective questioning and feedback,students can learn efficiently,acquire knowledge,develop ability and literacy.Research on classroom questioning is a hot topic in the field of pedagogic research.How can teachers ask questions to promote the occurrence of students' deep learning are worth thinking.This leads to two questions:(1)How to construct an observation framework of classroom questioning for deep learning in high school mathematics concept courses?(2)What are the characteristics of the classroom questioning in high school mathematics concept courses?At first,this paper adopts literature analysis method and draws on existing research results to explore the six observation points and construct an observation framework of classroom questioning for deep learning in high school mathematics concept courses.Then,this paper uses video analysis,and the classroom teaching video was transcribed into text through NVivo qualitative analysis software and encoded from three classroom questioning scales.After detailed data analysis,the conclusions are drawn.This paper adopts case analysis method and selects 12 high school mathematics concept teaching videos as the research object,covering contents such as function,geometry & algebra,probability & statistics and course constructs such as compulsory and selective compulsory.This paper constructs the observation index framework of classroom questioning for deep learning in high school mathematics concept courses,modifies the framework by consulting experts' opinions,and finally determines the framework.It includes three first-level dimension indicators: putting forward the question,getting the answer,giving the answer,and six secondary factor indicators which are type of question,language of question,tone of question,object of question,type of answer,type of feedback,and 27 recording indicators.Based on the above analysis,the characteristics of the classroom questioning for deep learning in high school mathematics concept courses are obtained:(1)From the perspective of the type of questioning,the cognitive questioning is the main problem in high school mathematics concept courses,and the high cognitive questions such as reasoning and critical are usually paved by low cognitive questions such as memorizing and mechanical,and the high cognition of deep learning often occurs after the end of a group of questions.(2)From the perspective of questioning language,almost all questions raised by teachers are directed questions.(3)From the perspective of questioning tone,teachers tend to ask questions in a neutral or positive tone instead of a negative tone.(4)From the perspective of the question object,the proportion of all the answers is slightly larger than that of the individual answers.The students have high participation and high input of deep learning,but group answers hardly happen.(5)From the perspective of the type of answer,the high school students in the course of mathematical concept always give answers from their memory or understanding,which is correspond to the type of questions.The total number of high cognitive responses is less than half,and comprehensiveness is also one of the main types of students' answers,which is in line with the high output of deep learning.(6)From the perspective of feedback type,it is more equal.The neglected feedback method tends to be correct by default;the feedback way of seeking explanation from students is often adopted to guide students to think deeply.(7)From the perspective of relevance,there is a correlation between teachers' feedback and types of questions,and there is a correlation between the teachers' questioning objects and the types of students' answers.Based on the research conclusions,this paper makes four following suggestions:(1)Reduce the mechanical questions and control the frequency of questions to increase students' thinking time for questions.(2)The gradient and difficulty of the question chain should be designed reasonably to stimulate students' high cognition of mathematical concept.(3)According to different objects,different types of questions are selected to promote students' high investment in mathematics.(4)According to the question type,different ways of feedback should be comprehensively utilized to prompt students' high production in learning.