A Study On Classroom Questioning Of Novice Mathematics Teachers In Primary School

Classroom teaching can not be separated from questions.Questioning is the link of the relationship between teachers and students,and the bridge of communication and interaction between teachers and students.Appropriate questions by teachers can make students focus their attention,actively participate in the class,and effectively master the new knowledge of the class.Around the main problem for the teachers,teaching dialogue on teachers and students,in the daily teaching,classroom questioning all kinds of confusion is inevitable,this theme,this study selected classroom questioning elementary school mathematics novice teachers for the paper selected the research object,through the combination of qualitative and quantitative methods to the elementary school mathematics study of novice teachers classroom questioning,summarizes the elementary school mathematics problems that exist in the novice teachers' questions in class,in order to improve the teachers' questioning skills,promote the novice teachers' professional development.This research is divided into four parts: The first part is the introduction,including the origin of the problem,research significance,literature review,research problems and research design.The second part is an analysis of the current situation of classroom questioning of novice teachers in primary school mathematics.It analyzes the current situation of classroom questioning of novice teachers in primary school mathematics from four dimensions,including the content of questioning,the skills of questioning,the students' answers and the answers to questions,and summarizes the problems existing in classroom questioning of novice teachers in primary school mathematics.The third part is the analysis of the reasons for the problems in the classroom questioning of the novice mathematics teachers in primary schools.It explores the reasons that affect the classroom questioning of the novice mathematics teachers in primary schools from both subjective reasons and objective reasons.The fourth part is the strategy of optimizing the classroom questioning of primary school mathematics novice teachers.Based on the analysis of the existing problems and causes of primary school mathematics novice teachers' classroom questioning,this paper puts forward some strategies to optimize the classroom questioning of primary school mathematics novice teachers.It is found that novice primary school mathematics teachers attach great importance to the guiding role of classroom questioning,but there are the following shortcomings in the actual classroom questioning,including:the quantity of teachers' classroom questions is too much;Ignoring the basic ideas of mathematics;Lack of diversity in the way of asking questions;The object of questioning focus on excellent students;The answers of questioning speech is not reasonable enough.This paper explores the reasons that influence the classroom questioning of novice mathematics teachers in primary schools,and finds that novice mathematics teachers in primary schools are affected by both subjective and objective reasons.At the end of the study,some strategies are proposed to optimize the classroom questioning of novices in primary school mathematics teachers: Carefully designing questions and strengthening the connection of mathematical problems;To break the knowledge barrier and penetrate the basic ideas of mathematics;Change the way of questioning and improve teacher' questioning skills;Set up the equal consciousness and choice the question object in a balanced way;Face up to the student answer,reasonable questions and answers;Cultivate the habit of reflection and think about problems in many ways.