Research On Effectiveness Of Questioning In Middle School Mathematics Class Based On The New Curriculum Standard

The new curriculum standard emphasizes the development of students’ core qualities,pays attention to students’ practical needs,future development,knowledge and skills,thinking ability,and attaches importance to problem teaching.Classroom questioning is the life and soul of teaching.As a teaching method,teaching skill and teaching behavior,questioning has been concerned by educational researchers and teachers.Effective classroom questioning is an important sign of the quality of junior middle school mathematics teaching,which determines the acquisition of students’ mathematical knowledge and the improvement of their thinking ability.Many junior high school math teachers value questioning,but are not good at it.In teaching practice,the phenomenon of inefficient and ineffective question is very common.It is necessary to study the methods and strategies of questioning and the evaluation of questioning level.By using the methods of literature,student questionnaire,classroom observation and teacher interview,this paper investigates the classroom questioning of mathematics teachers in Heze Experimental middle School.First of all,the theories and methods of questioning in junior middle school mathematics class by domestic and foreign scholars were sorted out,and reasonable investigation paths and tools were selected.Secondly,according to the evaluation criteria of effective classroom questioning,the questionnaire was prepared to investigate the students’ understanding and acceptance of classroom questioning.After that,determine the amount of classroom observation,observe and analyze the implementation of teachers’ classroom questioning.Fourth,according to the problems in the questionnaire survey and classroom observation,interview the teachers in the observed classroom.Finally,according to the results of the survey,the reasons affecting the effectiveness of classroom questioning by junior middle school mathematics teachers are analyzed,and combined with the requirements of the new curriculum standard and the actual situation of students,the suggestions and strategies to improve the classroom questioning of junior middle school mathematics teachers are put forward.Through the analysis of the current situation of the effectiveness of questioning in junior middle school mathematics classroom,the following conclusions are drawn:(1)Pay no attention to the question presupposition;(2)Fewer open questions are raised;(3)Inappropriate classroom questioning: the language of questioning is monotonous and boring;the object of question is not comprehensive;not enough time for students to think;(4)Teachers can answer students’ questions in time,but ignore students’ follow-up;(5)The teacher’s questioning and reflection after class is not in place.Combined with the requirements of the new curriculum standard and the actual situation of students,this paper puts forward the relevant strategies to optimize the classroom questioning of junior middle school mathematics teachers:(1)Attach importance to the pre-setting of classroom questioning;(2)Enrich the content of classroom questioning,pay attention to the integrity and structure of classroom questioning content and enrich the life of classroom content;(3)Optimize the way of asking questions,improve the diversity of the question language,pay attention to the question object,control the waiting time;(4)Carry out reasonable inquiry;(5)Pay attention to the reflection of questions after class.