A Comparative Study About Questioning In Class Between Primary School Mathematics Intern Teacher And Expert Teacher

Questioning in class is the process of teacher-student interaction. It is an indispensible component in teaching whose effectiveness can thus be demonstrated. The world of education, home and abroad, has witnessed the increasing number of researches into teachers’questioning in class, and the enhancing emphasis on the behavior of teachers’questioning in class. Teachers play the key role in questioning in math class of primary schools, and are also an important force for the reform and development of curriculum in the phase of compulsory education. To satisfy the social need of teacher professionalization, and the intensifying concern with the growth of new teachers, the professionalization of intern teachers is being discussed for the researches in teacher education. In order to study the deficiencies shown in questioning in class of intern primary school teacher, and to promote the professionalization of intern teachers, the author compares the features of questioning in class of intern teachers with those of expert teachers.This essay focuses on the questioning in math class of primary schools of intern teachers and that of expert teachers. This essay makes a comparison between and an analysis of the feature of questioning in math class of primary schools of intern teachers and that of expert teachers by general research, observation in class, recording, notes, interview, etc. The subjects of the research are four primary school teachers of J school and X school in Suzhou, including two intern teachers and two expert teachers. The author participated in the attendance and recording of the lecture as an intern teacher and record and note down the whole lecture. The author researches into the number and types of questions, the waiting period before students’answer and students’participation, and thus makes a summary on the questioning features of and the differences between the intern teachers and expert teachers.This paper is divided into five parts, the first part is the introduction, expatiates mostly the background, significance, problem and method of research; the second part is the literature review, mainly for the relevant articles about classroom question and teacher’s professional development, and provide the theoretical bases for the research; the third part is the progress and implement of research, mainly introduced the selection of the research object, the design of the research framework and the data collection, processing, and coding; the forth part is to compare and analyze the student teachers and expert teachers’classroom question according to the data collection and statistical quantity, type, waiting time and answer student participation and so on four aspects; The final part is the research conclusion and suggestion, it summarizes the results of comparative study on a link and put forward the author’s suggestions.This paper compares the mathematics student teacher of elementary school and expert teachers’ classroom questioning, and gives reference to the intern teachers, help student teacher to adapt to the work as soon as possible and gain faster and better development in the industry of teachers.