A Study On Classroom Inquiry Behavior Of Primary School Mathematics Teachers

The classroom instruction is a process of teacher-student interaction and mutual development, and cross-examine is its important part. The study on the behavior of cross-examine is not only in line with the current international education research and the trend of generating teaching research, but also in the urgent need of the reform of primary school mathematics teaching in our country. It has very important theoretical and practical significance.In this thesis, through the access to a large number of theoretical data, the researcher defines "behavior of cross-examine" and "the teacher in primary school" and uses the method of observation as the main the researcher method, and determines the researcher sample. At the same time, the researcher analyses the theoretical basis of the research in the terms of "Constructivism theory" and "Generative teaching theory". Then the researcher codes the composition of the dialogue, which includes four parts:the teacher’s questions, the students’ answers, the teacher’s cross-examine and the evaluations of the teacher. And the coding results are I, R, F, E.After coding, the researcher observes many classes, and chooses 6 records of teaching as the samples. Using the analysis of the observation and record of teaching in the classroom, the researcher classifies the codes and knows the current situation and the features of cross-examine in the classroom. Although the probability of cross-examine is small in the sample, the teacher can pay some attention to that; when the levels of questions are different, the frequency and the levels of cross-examine are both different; the levels of question is usually higher than those of cross-examine, and so on.In the accord of the analysis above, the researcher puts forward some proposals on the behavior of cross-examine. They are increasing the frequency of questioning in the classroom; grasping the opportunity to ask a wide range of questions; improving the frequency of repeated questioning; asking and locking the same person.