The Research Of Questioning Techniques In Junior School Mathematics Classroom

As we all know, questioning in class is very general and one of the most essential teaching activity in classroom. Teachers and students exchange their insights and emotions though the two-way communication, questioning-and-answering. The main point author focuses on are mathematics class in junior secondary school teaching of teacher’s questioning techniques and make relevant recommendations.In the research, there have divided into two parts, pre-research and main research. Observation lists in junior mathematics classes for the research was designed by the advance researches on literature, interviewing teachers, consulting to professionals. In the main research, the author did a sampling survey to three teachers who from two secondary schools for 1.5 months long. Three same content objects have been selected by same class heterogeneous approach from class of 57 lessons section. According to audio files and classroom observation notes from those three sampling classes, collating, sorting, coding, sorting and consolidation has been finished for further analysis. The author analytically goes deeply into the three teachers asking, waiting for reply, answering, discussing based on above evidences.Through a series of studies, the author found out problems in those four categories, and further bought some questioning techniques to these problems. Firstly, in order to controlling the number of questions, increasing the effectiveness of problem; according to different issues, choosing the right type of questions, teachers should design functional and sequential of questions before questioning. Secondly, in the part of waiting time, teachers should cultivate student awareness of waiting, as it is helpful to reduce invalid wait time and guide students to think more about relevant knowledge. Also, when teachers calling for answer, remember to create a relaxed atmosphere in the classroom, encourage students to participate actively. That is effective to push answering forms and answering objects to diversify. Finally, in the part of discussing, teachers need to recognize the function of feedback, listen to answers from students, indeed to create opportunities for their performance and further asking. It is the key point to generate the “link of questioning”.