Comparative Study Of Classroom Questioning Effectiveness Between Mathematics Novices And Experts Teachers In Middle School

Teachers' questioning is an important way to promote the development of students' thinking in math classes,an indispensable part of interaction between teachers and students,also a bridge of communication between teachers and students,which is of great significance to the smooth implementation of the whole education work.At the same time,as the pace of the new curriculum reform is accelerating,heuristic inquiry-based teaching methods are gradually being replaced.Because effective classroom questioning can not only stimulate the interest of learning,inspiring students to analyze and think deeply,but also can cultivate students' thinking ability.However how can we put questions to motive students to think deeply,it has been widely concerned about teachers' questioning.This study focuses on the research on the effectiveness of classroom questioning by middle school mathematics teachers.The first important thing is to consult the literature based on Zone of proximal development theory and Constructive learning Theory.Prepare the scale of putting questions in middle school math class.On the basis of this scale,through video analysis,after-class interview and other research methods,I find out existing differences between the novice teachers and expert teachers,such as the effectiveness of questions,the type of questions,the time of waiting,the way of questions,the time of questions,the main conclusions are as follows.1.The number of questions from novice teachers is large,which include the type with memory and comprehensive questions about novice teachers.However,the expert teachers can control reasonable effectiveness of questions and design multiple types of questions carefully,to stimulate students' thinking;2.The novice teachers leaves little time for students,however the expert teachers give the students proper time to think according to the difficulty of the problems,so that students can explore and think deeply and actively;3.The novice and expert teachers focus on direct and close questions,however the expert teachers can deal with questions in a more flexible way;4.The novice and expert teachers both focus on the timing of questioning.Novice teachers mainly focus on the teaching of concepts and theorems and students' mastery,while expert teachers are more willing to focus on students' thinking process.In the end,according to the effectiveness of questions about middle school mathematics classes,combining previous research results.I put forward strategies to optimize middle schools questioning effectiveness of novice teachers,and shorten the growth cycles of mathematics novice teachers.