A Comparative Study Of Classroom Questioning Between Novice And Expert Teachers

In recent years,as the basic education has continued to reform,Information Technology also goes deep into first-line classroom teaching,In order to adapt to the new curriculum reform and improve classroom teaching efficiency,Teachers are also constantly exploring effective classroom teaching methods,Classroom questioning is an important link of Communication and interaction between teachers of school and students in practical classroom teaching,Is an important part of a class,is to test the classroom teaching effect of the most direction and convenient means,our Classroom questioning has always attracted the attention of researchers at home and abroad,It is also a key issue for front-line teachers of school to a constantly improve and explore teaching efficiency,The main purpose of this study is to analyze novice teachers and experienced teachers,The characteristics of our questioning in practical mathematics classroom teaching,then,To explore the characteristics of classroom questioning and differences of classroom questioning between novice and experienced teachers in the same subject,This paper provides some suggestions for the class questions in the class teaching of function in grade one of senior high school,The question to be answered in study is:What are the characteristics by different types of teachers in the first grade of high school?What are the problems and reasons of different types of teachers' Classroom Questioning?This paper adopts "Literature Analysis","video analysis" and "comparison" to study:the classroom question in the high one function teaching,Through the method of literature analysis,"classroom questioning","high school function teaching" and “a comparative study on classroom questioning of different types of teachers”of studied were summarized and analyzed to research results.To understand the current situation and research field of classroom questioning,At the same time,it is lay in a theoretical foundation for the development of this research in the process of summarizing,Based on the literature of analysis,this study is identified four key dimensions of classroom questioning research,On the basis of the four first-order dimensions,the second-order dimension and the third-order dimension are divided respectively,The characteristics of the corresponding subjects are analyzed from the subdivided dimensions,Through the video analysis method to study different types of teachers six classes encoding and analysis,That is to encode each teacher's exponential function and teacher's properties for each question in class,Through the corresponding software processing to study get different types of teachers teaching time inthe reference points of classroom questions and the coverage rate of each dimension.The corresponding codes and coverage rates of six lessons recorded by different type of teachers are analyzed by the method,From the question quantity,the question type of the question way and the question link four aspects,So we can find the characteristics of the two teachers 'questions in class.“Number of questions,class question type,class question way and questionfrom the classroom by recording six lessons for novice and expert teachers,A comparison of the number of questions in class shows that the total number of questions asked by different teachers and the code reference points of different levels are quit different;By comparing the types of class questioning in class,we find that the complexity and semi-complexity of questioning should be increased properly;From the comparison of the ways of questioning in class,we find that novice teachers interlace their questions in different ways;From the comparison of the ways of questioning in class,we find that novice teachers interlace their questions in the different ways.The main problem is that there are many questions in class,but the level of class questions is not high,In the course of questionings,In the process of asking and answering questions,teachers pay more attention to the questions than feed back and evaluation,The questions in class are designed randomly and lack of inspiration,There is no detailed explanation and question design in lesson plan.The final recommendations for teaching are:Reduce the use of oral linguistics to minimize the process of oralals and ineffective classroom questioning;Appropriately increasing the complexity and semi-complexity in classroom questioning;For different topics,choose the appropriate way to ask questions;Set up new lesson to teach with summary promote a problem,in order to better grasp knowledge.