The Questions Of The High School Mathematics Classroom Effective Exploration

Mathematics classroom questioning is a very ordinary high school mathematicsclassroom teaching phenomenon, and it is also the most common two-way activitybetween teachers and students in teaching. Effective classroom questioning canstimulate students to think actively, and meanwhile promote the students’ learning instudy. Also it plays a decisive role to help teachers organize effective teaching anddeepen the students’ learning and understanding, so it is regarded as an importantapproach for teachers in achieving the teaching goal.This paper deals with the the investigation and analysis from the present situationof high school mathematics classroom from two aspects of teachers and students.Based on the current status and existing problems of high school mathematicsclassroom questioning, the paper learned about awareness and views of effectivemathematics classroom questioning involving two of the main parties--teachers andstudents. And with the help of advanced teaching theory and education theory,combined with the author’s reflection on some of the classroom practice, the authorput forward some strategies on how to improve the effectiveness of high schoolmathematics classroom questioning. Based on the characteristics of the high schoolmathematics teaching, the definition of the definition of effective high schoolmathematics classroom questioning is presented. The author thinks that the ultimategoal of high school mathematics classroom effective questioning is to promote thedevelopment of students’ thinking ability by stimulating the students’ thinking, andfurthermore to enable students to better autonomous learning and exploration learning,gradually they are expected to form the problem-finding thinking andproblem-solving skills, eventually what the students learn is not only the knowledge,but also the ability of how to learn to learn, learn to think. This paper also talks aboutthe standard of high school mathematics classroom effective questions: high schoolmathematics classroom questioning should involve purposefulness, extensiveness.Implicativeness, profundity and hierarchy. The author summarizes the principles ofhigh school mathematics classroom questioning,that is, psychological principle andmathematical pedagogy principle.From two aspects of teachers and students, the author has carried on theinvestigation and analysis of the present situation in high school mathematics classroom questioning through the questionnaire, in-depth classroom observation andinterview, and learned about the cognition and points of view of high schoolmathematics classroom effective questioning from teachers and students. So thefactors that affect high school mathematics classroom effective questioning weresummed up as follows:(1) classroom questioning expression is not clear;(2) the graspof difficulty in classroom questioning is not good;(3) the level of the classroomquestioning is arranged unreasonable;(4) the time for students to think about is notenough;(5) the objects of the classroom questioning are not comprehensive;(6)theevaluation and feedback is not timely.Aimed at the influential factors of effective high school mathematics classroomquestioning, and with the help of advanced teaching theory and education theory, theauthor combined some of their classroom practice, then put forward some strategieson how to improve the high school mathematics classroom questioning:(1) masteringthe difficulty of the problem;(2) good gradient arrangement;(3) selection and thedifficulty of the problem;(4) to adjust the density of question. This article alsosummarizes the commonly used methods for high school mathematics classroomeffective questions:(1) pay attention to inspire;(2) stress the process not theconclusion;(3) transform in time, and emphasize the flexibility;(4) novel, lively andinteresting.Of course, there is still much room on how to improve the effectiveness of highschool mathematics classroom questioning, the author will continue to improve in thefuture work. It is hoped that this research could give some inspirations to mathteachers in junior high school to enhancing the effectiveness of questioning and toprosper mathematical education through questioning.