The Comparative Study Of High School Mathematics Novice And Expert Teachers’ Classroom Questioning

With the deep learning of teaching research,teachers’ professional development has attracted worldwide attention. The comparison between expert and novice teachers has become an important issue for teachers’ professional growth. In fact, lots of research about the comparison between expert and novice teachers has been done and researchers have made some achievements, which can provide some valuable strategy to help the novice teachers’ professional growth. Classroom questioning is one of the important teaching activities for high school mathematics teachers, and it is also the most direct way for interaction between teachers and students. Besides, it can help inspire students to think, develop students’ mathematical thinking, cultivate students’ abilities of thinking independently and self-exploratory learning and cooperation. Based on what mentioned above, this paper compares the difference between expert and novice teachers on classroom questioning, which aims to help novice teachers to question effectively.This research compares classroom questioning of expert and novice teachers’,which mainly contains three following aspects:Firstly, based on existing literature, this paper determined the factors that influence teachers’ classroom questioning and provided a reference for comparative research. Secondly, useful information and data were collected and organized during the internship. Based on the influence factors the analysis obtained, the statistics of amount has been carried out and typical cases are analyzed qualitatively at the same time. At last, with the method of questionnaires and interviews, the facts of what expert and novice teachers’ prepare for classroom questioning are got. By making use of the facts, the research results can be more accurate and comprehensive.At the end of this paper, a conclusion of the research is drawn. The difference between expert and novice teachers’ about classroom questioning are significant on the following aspects:(1)the attitude towards classroom questioning;(2)the preparation for classroom questioning;(3) how the classroom is going on during the class;(4) the reflection on classroom questioning. In addition, based on the conclusion, some advice is given for the new teachers to improve their classroom questioning.