A Vedio-based Case Study Of Questioning In High School Math Class From The Perspective Of Critical Thinking

"Critical thinking" is the focus of talent training in the 21 st century.Education reform at home and abroad pay special attention to it.Under the background of discipline education,the value of mathematics classroom teaching for the cultivation of students' critical thinking is worth discussing.Questioning is a key activity in math class.This study takes classroom teachers' questioning as the starting point,discusses the critical thinking embodied in senior high school mathematics classroom questioning through case studies,and is committed to answering the following three research questions:(1)What questions posed by teachers reflect critical thinking in high school mathematics class? What CT skills and Dispositions are embodied?(2)In high school mathematics classroom,how are the questions demonstrating CT posed?(3)What is the response of questions demonstrating CT in high school math class?Focusing on the above problems,this study builds a research framework based on literature review.Then the researcher had developed coding framework for videobased content analysis.After coding 10 high school math teaching videos,the researcher interviewed 4 high school math teachers.This study had drawn three conclusions:Conclusion(1): In high school mathematics classroom questioning,a small number of questions reflect critical thinking,but there are "separation of skills and tendencies" and "emphasizing skills and neglecting dispositions ";The six core skills can be reflected,"explanation" and "evaluation" core CT skills are paid more attention,and "self-regulation" core CT skill are less reflected;The disposition of "self-confidence" has not been reflected,and the other six dispositions have been reflected in low frequency.Conclusion(2): Questions demonstrating CT are mainly posed through "initiation questioning",but the frequency of "follow-up questioning" is significantly higher than those questions lacking CT.Conclusion(3): Compared with the questions lacking CT,the questions demonstrating CT are significantly more difficult to be answered by students;Questions reflecting different core skills or dispositions are different in "questioning methods" and "classroom response".The answers to the research questions reflect the concern and practice of critical thinking in high school math classroom questioning to a certain extent.Combined with the research conclusions and the enlightenment obtained from the teacher interview,this study puts forward some suggestions for critical thinking teaching for mathematics teachers,mathematics teacher educators,and puts forward some suggestions for critical thinking research for mathematics education researchers.