Primary Mathematics Teachers' Exploration To Classroom Questioning Effectiveness

Mathematics Classroom questioning is a very common phenomenon in Primary Mathematics Teaching and is also the important form of teachers and students bilateral activities in Mathematics Teaching.This article collected data through observing the mathematical classroom teaching activities,filming the mathematical classroom teaching activities,interviewing the teachers who gave the course,and doing the questionnaires.After analyzing these collected data qualitatively and quantitatively,the author concluded the current situation and problems existing in mathematical teaching activities in primary school,and finally some useful suggestions were given.In order to gain the first-handed data,the author observed twenty live-classroom teachings and filmed ten of them,which was given by 6 mathematical teachers.The author chose two classes as the sample of the research object to observe,analyze teaching activities and filmed materials in detail.The main contents included:the types of ways teachers selected to question,the ways of selecting types of answering the questions,and the ways of teachers' response to students' answer, and so on.In order to further understand the teachers' after class reflection of their questioning,the study conducted interviews of some teachers.The interviews mainly focused on the following aspects:(1)teachers' understanding of teaching objectives,priorities and difficulties;(2)the teachers' preparation for the questions asked in class;(3)the purposes of the questions the teachers designed.So as to verify the credibility of the interview information and expand the amount of information,the study also took the survey to deeply know teachers' understanding of questioning,the use of questions in class and teachers response to the students' answers.Research showed that teachers' questioning had the following problems:(1)the class was mainly carried out by "one question and one answer" or "asking while teaching".The number of the questions the teachers gave in each class was around 20 to 30.(2)the types of the questions focused on more Inspired Problem and High-order Convergent,fairly less Evaluation Problem and Creative problem.(3)Teachers did not leave students enough time to think.(4)When dealing with the students' answers,"mathematically correct" was the sole standard and the teachers did not analyze and comment on the students' mistakes in the course of answering the question.(5)The teachers did not fully prepare questions,and the main point is the question of knowledge,and the questions were not specific.Sometimes the students did not give any response to the questions.(6) Only teachers arouse questions,students rarely questioned.There are the following reasons for those problems:(1)teachers had misunderstandings of the new curriculum.(2)The basic knowledge of teachers was not solid.(3)Teachers lacked the necessary knowledge of psychology.(4)Teachers did not paid enough attention to the design of questions.The author believed that in order to improve the effectiveness of questioning,teachers should pay attention to the following aspects:the levels of questioning,and the extensiveness of questioning,the relevance of questioning,the scientific nature of the questioning,and the inspiration of questioning.