Research On The Effectiveness Of Junior Middle School Mathematics Teachers’ Questioning

The research on mathematics classroom teaching has become a hot spot of current research.Through the observation of the content structure of mathematics classroom teaching,it is found that the teaching behavior of asking questions as the beginning in classroom teaching will lead to efficient learning of students.Therefore,in order to study the effectiveness of teaching behaviors,research on the effectiveness of questioning behavior is the foundation and the key.However,the current research on the effectiveness of classroom questioning is still on the surface,so this research will go deep into the classroom teaching structure in order to explore the classroom questioning behavior the effectiveness of the work is mainly done in the following aspects:After reading the materials and consulting the literature,the theoretical basis of this research was determined,and the questionnaire was compiled according to the effective classroom questioning evaluation standard and standard scale.The teachers and students were surveyed respectively,and then the collected data were analyzed through SPSS17.0 Reliability and validity analysis,and then analysis of the results of the questionnaire;classroom observation and case analysis of teachers’ rational math classrooms according to the developed classroom observation table;and then interviews with teachers based on questionnaire surveys and problems in classroom observations to further determine the impact Factors affecting the effectiveness of mathematics teachers’ classroom questions.Finally,based on the problems in the survey and the analysis results,suggestions that can optimize mathematics teachers’ classroom questions are put forward,and the following conclusions are drawn:(1)According to the survey,it is found that the mathematics teachers in Yantai pay very high attention to classroom questioning,and most teachers do well in classroom questioning and answering,and the effect of questioning in the classroom is also very significant.Students answer questions and do questions.The correct rate is relatively high.(2)However,teachers have not done enough in classroom questioning methods and question content.Most of the teachers’ classroom questioning language is relatively boring,and they are only simple descriptions of the problem,not full of rich emotions;secondly,the teacher asks questions in the classroom the content and type of questions are also relatively single.(3)Some teachers have not done enough in post-class reflection.Most teachers can reflect in time after class.However,some teachers have few opportunities to listen to each other because of the tight time,and they exchange their awareness of learning.Relatively lacking.From the above conclusions,it can be concluded that there are still many problems in the current classroom questioning.If you want to give full play to the teaching level of a class,you need not only improve the way of asking questions,but also enrich the content and types of questions asked.It is necessary to strengthen the awareness of reflection after class,strengthen the communication and cooperation between teachers of various schools and grades,and improve their classroom questioning ability by improving their own mathematics cultural literacy and teachers’ own teaching ability.