Research On The Effectiveness Of The Fourth-grade Math Teachers’ Classroom Questioning

At present, with the development of the multimedia technology and Internettechnology, although it appears distance education like television teaching and onlinevideo teaching as the teaching means, classroom teaching is also one of the mostimportant channels to complete the educational tasks. In some conditions which areallowed, classroom teaching is more recognized by both teaching party and learningparty, it’s because that classroom teaching can achieve a good interaction betweenteachers and students and obtain the best teaching effect.In the link of classroom teaching, if the teachers don’t advance to design thecourses and lay the ground-work, the whole class contents will be straightforward,fixed and dull, and the teachers and students can’t form the appropriate interaction.With this teaching it is difficult to get a good effect of the classroom teaching. But inorder to make the classroom atmosphere active and the teaching effect good and theinteraction perfect, the classroom questioning is an essential part which is the directembodiment of the interaction between teachers and students. The classroomquestioning can be divided into three parts: the questions themselves, the ways andtime to ask questions, and the appropriate feedbacks according to student’s answers.The questions themselves are one part of the teaching contents, so the good questionscan help improve the quality of classroom instruction. But these questions requireteachers to design in advance according to the teaching contents and guide students toask questions in the class. However, the ways and time to ask questions and thefeedbacks can further reflect the teachers’ teaching skills and master level ofclassroom. The questioning between teachers and students not only stimulatesstudents’ interests in study, but also inspires their thoughts and makes the teachers andstudents have a deep interaction. Besides, the teachers’ questioning can also reflectteaching level of teachers and students’ understanding level for the teachers’ questions.In the appropriate time, if the teachers ask the right questions, it can get a good reflectand enhance the students’ learning efficiency.However, based on the observation and investigation in the actual classroomteaching, the author found that although most of teachers have realized the importanceof the classroom questioning, they were not conscious to summarize and collect thosethings. With this teaching, the classroom questioning, the traditional way to teach,would stay in the self-searching stage of some teachers and couldn’t rise to arelatively fixed and comprehensive system. For some young teachers, different peoplehave different comprehension about how to properly use the classroom questioningand which factors directly influencing the questioning effectiveness. So it causesgreater differences of teaching in various classes and even among various schools.Based on the above, this thesis focuses on how to make the classroomquestioning rise to educational theory and how to change the results of research to bethe productivity of the actual classroom. But which aspects should be changed andenhanced in order to improve the level of the teachers’ classroom questioning? Howdo the students treat the teachers’ classroom questioning? Do the questioning reaches the teachers’ original purposes or not? With these questions, I set off my research. Ifirst check up what has happened in this area over the past ten years. Then accordingto the characteristics and teaching requirements of four-grade math curriculums ofChinese nine-year compulsory education and especially four-grade students’ masteryfor existing knowledge, I put forward my viewpoint on how to change and enhancethe methods and skills of classroom questioning, and then strive to make theclassroom questioning rise to the height of teaching art from teaching methods.This paper is divided into four parts.Chapter One: this part introduces the aim and significance of this research, thenviews the status quo and development of the classroom questioning, and finallydescribes the research methods and some concepts about effective questioning.Chapter Two: in order to get the theoretical basis for this part of the research, Isample some class from the subjects investigated, the four-grade primary school math,and then focus on analyzing and recording the students’ reactions for teachers’questioning and how to get the effective questioning in classroom. On this basis, Iinvestigate the situation of four-grade classroom questioning of Xiyuan primaryschool and use two different questionnaires for teachers and students. Then I willanalyze the effectiveness of classroom questioning according to the results of survey.Chapter Three: according to the conclusion drawn by the former three methodsand combining with the actual situation of the classroom teaching, this part putsforward the improvement plans of effective classroom questioning, which areimplemented and verified by the actual teaching. And through practice, I fix someviews which are inconsistent with the actual situation, explore the inherent rules ofthese questions and interactive rules in the teaching process and then sum up thisexperience. Finally, this part will present the results of research which are in line withthe actual rulers. Most importantly, this result of research has certain universality andcan be used by other schools.Chapter Four: this part has a summary of the research and points the importanceand inadequacies of the research.