| Classroom questioning is one of the main forms of the classroom teaching, which plays an important guiding role. However, many teachers lack theoretical thinking of classroom questioning, leading to a lot of problems in class to ask questions. The curr-ent situation had prompted the author to explore the idea of effective classroom quest-ioning strategy.This essay formed the theoretical basis of this study through literature research d-ata collected at home and abroad, and then conducted effective questionnaire design i n the form of a questionnaire, namely, "high school mathematics classroom questionin g questionnaire". Observation of many high school math teachers classroom question-ing was used for interviews and observation on effective classroom questioning. Aft-erwards, it conducted a comparative analysis of the effectiveness of the classroom que stioning and then had a general understanding of teaching methods and teaching idea s of questions design in the classroom questioning, triggering reflection on classroom questioning.Through investigation and analysis, the conclusions are as follows:To improve the validity of the mathematics classroom greatly, we must reflect on the lessons, implement questions and design different questions.(l)Strategies for the design of the effective classroom questioning:① Take students’actual learning ability and level into consideration, and enhance the purpose of the issues;② arrange the proportion of the various questions reasonably, and grasp the gra-dient of questions accurately.(2)Strategies for the implementation of effective classroom questioning:① Effective way to ask questions involves clear expressions,the right time and en-couraging tone to ask questions;② effective way teachers ask;③ effective way candidates answer;④ A way of effective management;(3)Strategies for the effective reflection on questions:find the inefficient and ineffect-ive links and summarize the highlights through the timely feedback by students. |
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