| Effective education and effective classroom are the target of the school education in the new curriculum concept, and it is a hot issue in recent years that how to train students in effective classroom for the ability to raise mathematics questions. The role of raising questions is to achieve development and Innovation, which can inspire students of desire to explore and improve their thinking ability. Learning to raise questions is of great advantage to excavate students’ potential, to develop the students’ creativity, and to develop better autonomous learning ability.The current situation of the junior middle school students’ classroom questioning are surveyed, and it is found that the ability of questioning of students in the classroom are somewhat improved, as well as poor quality of question is poor and little number of question. Based on the practice and mathematics classroom teaching in middle school, we set forth the connotation and the influence factors of junior middle school students’ classroom questioning ability, as well as the teaching strategy to train students’ questioning ability. The structure of this thesis is as following:Preface set forth the background, target and significance and method of this research.Chapter1is the definition of related concepts and the Overview of research.Chapter2examines the current junior middle school students’ questioning ability. By way of interview with teachers and students and questionnaire survey, the junior middle school students’classroom questioning status is analyzed, as well as the cause of formation.Chapter3discusses the teaching strategy to train students’ questioning ability in junior middle school mathematical class. The approach to train students’desire of raising mathematical question and the questioning ability are analyzed concretely, and the method to raise question and to develop the oppugning habit are presented.Finally, the practice effect and meditating are discussed. |
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