Investigation And Research On The Current Situation Of Junior Middle School Mathematics Teachers' Classroom Questions Based On Network Teachin

The outbreak of COVID-19 in early 2020 has brought great changes to the field of education.One of the most obvious forms is the significant change in the teaching model,with traditional offline teaching transferred to the Internet.Network teaching breaks through the time and space limitation of teaching,meets the learning needs of students,and also puts forward new requirements for teachers’ ability.Therefore,this study is based on teachers’ classroom questioning,on the basis of domestic and foreign research on classroom questioning,guided by theory of constructiveness teaching and the nearest development zone,and network teaching theories,using questionnaire survey and interview methods,studies the current situation of junior middle school mathematics teachers’ classroom questioning in network teaching,and puts forward suggestions and countermeasures based on the problems found in the current situation.This research includes the following aspects: First,the present situation of classroom questioning of junior middle school mathematics teachers in network teaching.Second,according to the current situation of the investigation of the problems in the network teaching in the classroom questioning of attribution analysis and put forward suggestions for improvement.Aiming at the first aspect,the layered sampling method is adopted to divide Liaoning Province into five regions: eastern Liaoning Province,Western Liaoning Province,southern Liaoning Province,northern Liaoning Province and Central Liaoning Province.The regions involve cities,counties,rural areas and 40 schools.A total of 310 samples are selected from the front-line teachers of junior middle school mathematics in the schools of these five regions.Three front-line junior high school mathematics teachers who participated in the questionnaire were interviewed.Based on the analysis of the actual questionnaire survey data and interview data,the following conclusions were drawn: Teachers have insufficient understanding of the theories related to classroom questioning;Neglect to teach students sexual content;The understanding of classroom questioning function is not deep enough;Imbalance of gravity distribution of problem type;Not enough time to wait for students to answer questions;Not good at guiding students to take the initiative to answer questions;Focusing too much on the outcome of the problem and not enough on the process;Lack of understanding of the importance of reflection.In view of the second aspect,combined with the problems existing in classroom questioning,the attribution analysis is made from the aspects of teachers,students,environment and subject characteristics that affect teachers’ questioning ability in online teaching,and the suggestions are as follows: Suggestions for teachers: In terms of classroom questioning consciousness,make clear the essential function of classroom questioning and grasp generative resources;In the problem design,the content of the problem is clearly hierarchical,the problem types are diversified,and the problem expression is clear and standard.In the aspect of waiting time,strengthen the awareness of waiting time,waiting time flexible activation,to minimize the problem of time loss;In terms of students’ active participation in the classroom,the classroom should be more interesting and the collaborative participation of multiple subjects should be mobilized.In the aspect of calling and answering,attention should be paid to the extensiveness and difference of the question object,and flexible choice of calling and answering methods;In the feedback link,attach importance to the value of feedback,feedback subject diversification,scientific and effective geographical answer;In the aspect of after-class reflection,we should enhance the reflection consciousness,take students as the main body in the reflection content and diversify the reflection methods.Suggestions for schools: to carry out themed school-based teaching and research activities;Provide school-based training to develop teachers’ skills;Additional network teaching skills special training;Provide necessary technical support.