Investigation And Countermeasure And Analysis On The Present Situation Of Classroom Questioning Of Senior One Mathematics Teachers

In recent years,with the in-depth reform and development of the new curriculum,great changes have taken place in the ways and means of teachers' classroom teaching.Teachers should fundamentally change the concept of classroom education,and pay more attention to cultivating students' creative thinking and inquiry spirit.As the main means of classroom teaching,questioning has received great attention from the majority of teachers.In classroom teaching,by using reasonable classroom teaching questions,teachers can understand the grasp of the basic knowledge of the teaching object,so as to produce a good effect of communication between teachers and students.As a basic course to develop human thinking methods,mathematics must adopt reasonable classroom teaching questions to guide students to master correct thinking methods.However,in teaching practice,due to many factors such as limited class hours,the current situation of "full irrigation" or "full questions" in the classroom is often caused.The teaching questions raised by teachers in the classroom are often quantitative but not qualitative,which can not give full play to the effectiveness of questioning.As the golden period for students to change from junior high school knowledge structure to senior high school knowledge structure,the learning methods and thinking methods are also facing changes.Therefore,it is necessary to investigate and study the current situation of mathematics teachers' questioning at this stage and put forward specific opinions,which can not only improve the quality of teachers' classroom teaching,but also increase students' classroom participation,So as to improve students' learning enthusiasm.Based on this situation,this paper will take the current situation of classroom questioning of senior one mathematics teachers as the research content.This research combines theory with practice,and uses the methods of literature,questionnaire,interview and classroom observation to investigate and study the basic situation of mathematics classroom questioning in senior one.Firstly,it summarizes and lists the research results of domestic and foreign scholars on high school mathematics classroom questioning,which lays a certain theoretical foundation for this research and makes this research more scientific and reliable;Secondly,using the methods of questionnaire and interview,this study makes a sampling survey of mathematics teachers and students in a high school in Qinhuangdao,and makes a data analysis of the relevant data;Third,this study uses the classroom observation method and tools to make video and recording in the classroom observation.After class,the students are interviewed with the relevant questions in the classroom questioning,and the classroom questioning is analyzed and studied according to the recording from the relevant dimensions.By combing the current situation of senior one mathematics teachers' classroom questioning,it is found that senior one mathematics teachers' classroom questioning has the following problems: first,the purpose of questioning is not clear: questioning is a mere formality,lacks thinking guidance,and ignores the characteristics of senior one students;Second,the problem design is unscientific: the problem is difficult to grasp,the type of problem is not rich;Third,the questioning process is not optimized: the questioning time is inappropriate,the waiting time is unreasonable,the questioning object is not comprehensive,and the language expression is not clear;Fourth,questions and answers are not compatible: the listening process is impatient,and the evaluation and feedback are not timely.To solve these problems,this study gives the corresponding countermeasures: first,the goal of the problem is clear and improve the quality of questioning;Understand the knowledge level of senior one students and pay attention to their psychological growth.Second,The difficulty of the problem is appropriate and the hierarchy is enhanced;Multiple types of questions to enhance inspiration.Third,Seize the opportunity of asking questions,focus on the key points and difficulties of teaching and ask targeted questions in key links;Give reasonable waiting time for students to think fully;Ask questions to all students and pay attention to students' personality differences;The problem presentation is concise and the language expression is clear.Fourth,Learn to listen patiently and improve students' learning enthusiasm;Timely feedback and evaluation,and give students encouragement and praise.