Investigation On The Present Situation Of Junior Middle School Mathematics Classroom Questioning

Questioning in class is a communication link between teachers and students.The junior high school stage is the golden period of students' thinking development.Question occupies an important position in junior middle school mathematics classroom teaching."Questioning" is not only helpful to enlightening students' thinking and promoting students' learning,but also helpful to teachers' professional development.However,in classroom teaching,"Questioning" has not been paid attention to,and the phenomenon of "not asking questions" and "full room asking" occurs frequently in the classroom in fact.The quality of teachers' questioning is not high,and students almost do not ask questions.There are still many "universal" problems in junior middle school mathematics classroom questioning.Based on the above situation,the following questions are put forward :(1)What is the current situation of junior middle school mathematics classroom questioning?(2)What are the problems existing in junior middle school mathematics classroom questions?(3)What are the teaching strategies to improve junior middle school mathematics classroom questioning?This paper firstly sorts out the related research on mathematics classroom questioning with the method of literature.Secondly,40 mathematics teachers of all junior high schools in a county and 400 students randomly selected from two junior high schools are taken as the research objects.Through questionnaire survey,classroom observation method,interview method and other methods to carry out research,the status quo of junior middle school mathematics classroom questioning is as follows :(1)Understanding of classroom questioning : Middle school mathematics teachers believe that the main purpose of questioning is to check the students' mastery of knowledge,and that the role of questioning is to stimulate the enthusiasm of students to participate.In addition,a small number of teachers believe that classroom questioning plays an important role in the development of students' thinking and the promotion of knowledge transfer.(2)the content of the questioning : The situation of "not asking questions" and "full room asking questions" in junior middle school mathematics classroom is common,and the types of questions are mainly comprehension and memory.(3)The timing of questioning : Middle school mathematics teachers pay attention to ask questions in the consolidation part,in the summary part ask less or even do not ask questions.(4)waiting to answer the time : Teachers generally believe that the waiting time should be more than 3S,but in fact the waiting time of teachers is not enough.(5)the way to ask questions : Middle school mathematics classroom questions mainly with "middle school students" and "underachiever" as the object of questioning,called to answer the way given priority to by individual answer and collective answer.(6)In terms of feedback :Teachers often praise students when they answer a question correctly,but go no further than "good,great......" When students make mistakes,teachers usually choose to answer on their own or find other students to answer.When students can't answer,teachers generally guide or let other students answer.And the teacher's feedback is basically in line with the students' expectations.(7)In terms of students asking questions : For the questions raised by teachers,students have a high degree of positive thinking,but they are not so active in answering questions,and rarely ask questions on their own initiative.According to the analysis of the survey results,it is found that :(1)The teacher's questioning is lack of inspiration,the purpose and process of questioning are monotonous.This may be related to the teaching mode of teachers,which mainly focuses on lecturing,asking too much basic knowledge,and asking questions only based on experience.(2)The teacher asks questions casually,irregularly,and the types of questions are not rich.The reasons may lie in the lack of obvious level of problem design,too many prompts from teachers,and too many invalid questions such as "is it right" and "is it right".(3)Teachers do not grasp the timing of questioning properly,and attach importance to consolidation and despise summary.The reasons may be related to the teachers' emphasis on practice in content design,the short class time,and the teachers' lack of careful design.(4)The teacher's waiting time is not reasonable.The reasons may be that teachers speak too fast,design too many exercises such as variant questions,split the thinking questions into multiple simple questions,and teachers lack patience.(5)Teachers ask questions in a single way,and students have unequal opportunities to answer.The reasons involve,the problems designed by teachers are mainly aimed at "average students" and "underachieving students";Too short a class;The limitation of traditional teaching mode;Teachers too serious and so on.(6)Teachers' praise methods are simple,excessive pursuit of results and lack of specific feedback.The main reasons may be related to teachers' habit of feedback,lack of patience to listen and guide,etc.(7)Students do not have a strong awareness of taking the initiative to ask questions.And the main reasons for students' reluctance to ask questions may lie in the aspects of students' "not asking","not accustomed to asking" and "afraid to ask".Based on the summary of the current situation,existing problems and reasons,the following strategies are proposed in this study :(1)Strengthen teachers' understanding of "questioning" and become a research-oriented questioner.Teachers should deepen their understanding of "questioning" in theory and practice,and enrich the process of questioning.(2)Control the number of questions and diversify the types of questions;(3)Seize the opportunity to ask questions,"ask" just right.The teacher should be in review,guide,consolidate,summarize four links,according to different circumstances carefully design the question type;(4)Reasonable waiting,give students enough time to think;(5)Improve the way to ask questions and communicate with students on an equal footing;(6)Treat students' answers correctly,give effective feedback in time,and ask further questions when appropriate;(7)Cultivate students' awareness of asking questions actively,and guide students to learn to ask questions and dare to ask questions.