A Research On Strategies Of Improving The Ef Fectiveness Of Classroom Questioning

Classroom questioning is the most commonly used way of classroom teaching. Mathematics classroom questioning is an effective means for teachers guide students to understand mathematical knowledge, is the communication link between teaching information,is the basis for teaching control. Effective mathematics classroom questioning the wisdom of the students can open the door to wake up the curiosity of students, enhance motivation, while making classroom full of fun and artistic charm. This study is based elementary school mathematics classroom questioning performance indicators, statistical data collected and analyzed in order to construct the performance enhancing teachers’ classroom questioning the basic strategy system.The first part of this paper introduces the research background, purpose, significance and methods. The purpose of this study is a primary school mathematics teachers in the classroom teaching situation Classroom Questioning have a basic understanding of the teachers’ classroom questioning in-depth analysis, and on this basis to explore the increase in primary school mathematics teachers classroom questioning the effectiveness of strategies, so that teachers in the teaching practice truly grasp classroom questioning strategies to promote students’ creative ability, thinking ability.The second part of the classroom questioning of domestic and foreign literatures were reviewed in this article. Understand and analyze domestic and international research profile on classroom questioning, and timely to reflect on, summed research needs further improvement.The third part of the related concept of classroom questioning defined, and the classroom questioning of related factors--questions type of thinking level, questions of the concern, ask questions, answer questions, in the process of nature, Richard a way, way students answer type such aspects, introduction to the theory.The fourth part according to the classroom questioning of related factors determine the classroom questioning observation scale, and case study of math. For the novice and expert teacher’s classroom questioning contrast analysis, and through the more than20class observation, analysis of teachers of mathematics classroom questioning the general situation. The results of the study show that, the elementary school mathematics teacher questions, ask questions in the number of type of thinking level is better than other study description, ask questions in the clarity, the type of problem, waiting time, teacher feedback is needs to be improved; The new teacher questions in the thinking level, asked the question, the type of problem of clarity, waiting time, the quality of the student to answer the teachers and the feedback of gap, including questions of the thinking level, waiting time and asked feedback after and old disparity between teachers.Based on observation of the fifth part of the statistics and analysis of the embodiment of the situation, and according to the age of the primary school characteristics and the characteristics of the elementary school mathematics classroom questioning, and put forward the improving teachers classroom questioning efficiency of the strategy. Teachers need to focus on the student main body of democracy and justice to the classroom every subject, make clear the teachers’ and students’ new roles and responsibilities; Through the waiting time help students establish contact, and stimulate students’ thinking; Through the effective feedback to open the door of the students’ thought and the discussion; Teachers also need to keep reflects himself, to become better questioner.This study of the classroom questioning perspective on "subjectivity" such a philosophy height, to the point of view of a three-dimensional research, finally focus students thinking on development.