Investigation And Research On Questioning Teaching In High School Mathematics

Asking questions is an important way of communication between teachers and students,and it is also the core of effective teaching.Questioning based teaching,as one of the basic teaching methods in classroom teaching,has an important impact on improving classroom teaching,promoting the development of students’ learning level,and promoting the reform of mathematics education and teaching.This article collects data through questionnaire surveys,classroom observations,teacher interviews,and conducts quantitative and qualitative analysis of the collected data.It summarizes the current situation and problems of high school mathematics classroom questioning,analyzes the reasons,and puts forward suggestions.This article conducted a questionnaire survey on 30 high school teachers and 215 students from Y Middle School in Tai’an,Shandong.At the same time,two typical lesson examples of three teachers were recorded and analyzed.The research content of the questionnaire survey and classroom observation is roughly the same,mainly including the number of classroom questions,types of questions,timing of questions,waiting time,and response methods.In order to further understand teachers’ views and practices on classroom questioning and questioning based teaching,this article also conducted interviews with some teachers.The interviews mainly focused on three aspects: teachers’ understanding of classroom questioning,attitudes towards questioning based teaching,and suggestions for questioning based teaching.Research has shown that teachers and students attach high importance to classroom questioning,but the coverage of classroom questioning is insufficient,and teachers value questioning results rather than processes.Specifically,there are some problems with the design of questions and questioning strategies of teachers,such as:asking questions too simply and lacking difficulty;Excessive questioning frequency;Asking questions is too trivial and lacks focus;Asking questions becomes a disguised teaching;The waiting time is too short,and the number of times students actively ask questions is low.Analyze the reasons behind these problems: teachers’ lack of deep understanding of mathematical knowledge,teachers’ consideration of the costeffectiveness of time,and students’ weak problem awareness.This article proposes specific suggestions for the implementation of question based teaching and classroom questioning design based on the above questions and specific mathematical teaching content: clarify the type of question,clarify the purpose of questioning,clearly describe the problem,cleverly set a waiting time,uncertain answer candidates,equal opportunity to answer questions,create a questioning atmosphere,demonstrate questioning modes,cultivate questioning habits,cleverly set a waiting time,do a good job in student evaluation,and provide effective responses.