A Case Study On Classroom Questioning Of Primary School Mathematics Proficiency Teachers

As one of the key behaviors in the mathematics classroom,teachers’ classroom questioning not only directly affects the teaching effect,but also affects the development of students’ thinking ability,and is also one of the important means to implement core literacy.As a frontline teacher with rich experience,the questioning behavior of skilled teachers has strong reflective significance and reference value.Therefore,studying the classroom questioning of skilled teachers is of great practical significance to explore the current situation of classroom questioning.Specifically,this study focuses on the specific behavior of primary school mathematics proficiency teachers in the classroom,takes Bloom’s cognitive goal taxonomy,classroom discourse IRF theory and Luo Wei waiting time theory,and takes two skilled teachers M and Y teachers of L Primary School in Zhangzhou City,Fujian Province as the research objects,to outline the real situation of classroom questioning of primary mathematics proficiency teachers,explore the desirability and need for improvement of the current classroom questioning behavior of primary school mathematics proficiency teachers,and put forward corresponding suggestions for improvement.,This paper uses classroom observation,interview and case analysis.On the basis of following the research principles,research data were collected,and the data were sorted and analyzed by using Nvivo11 qualitative analysis software,and the questioning behavior of primary mathematics proficiency teachers was analyzed from four dimensions: teacher questioning,teacher waiting,student response and teacher feedback.A semi-structured teacher interview outline was designed,and in-depth interviews were conducted with two skilled teachers to explore the psychology and motivation behind the classroom questioning behavior of primary mathematics proficiency teachers.It is found that classroom questions by primary mathematics proficiency teachers have the following four advantages;Moderately reasonable: the number of questions is moderate;Interactive participation,warm dialogue between teachers and students;openness and inclusiveness,encouraging pluralistic approaches;Democracy care,concern for vulnerable groups.There are also the following four shortcomings: the proportion is unbalanced,and there are mostly simple problems;The waiting time is too short;insufficient guidance and poor student response;Insufficient feedback and insufficient body language.The main causes that lead to the above problems are summarized into two levels: subjective causes and objective causes,which include: traditional test-taking education concepts;Incomplete understanding of classroom teachers’ questions;The interpretation of teaching materials and the study of learning conditions are not thorough;Questioning and reflection in the classroom after teaching are not in place.Objective causes include: limited by traditional teaching models;the constraint of grades and progression rates;lack of training for teachers to ask questions;The impact of the lack of guidance on students’ responses.Based on the above problems and their causes,according to the logical order of "before class-classroom-after-class",corresponding suggestions for improvement are put forward.First of all,the level of pre-class preparation: first,design classroom teachers’ questions according to the content of teaching materials;The second is to design classroom teachers’ questions according to students’ learning conditions;The third is to design classroom teachers’ questions based on knowledge content.Secondly,at the level of classroom implementation: first,enrich the types of questions and optimize the structure of question types: second,wait patiently and quietly,and appropriately extend the thinking time: third,strengthen response guidance and improve students’ response level: fourth,face up to teachers’ questions and provide reasonable teachers’ answers.Finally,the level of reflection after class: first,timely reflection and summary,accumulate questioning experience: second,form introspective consciousness,enhance questioning ability;third,strengthen skill learning and improve the level of questioning.