Expert And Novice Teachers’ Classroom Questioning Wait-time Analysis

Under the support of the learning theory of humanism,the constructivism learning theory and the modernism teacher-student interaction theory,this paper selected expert teachers and novice teachers of a middle school in Haikou city as the research object,through the actual observation of classroom teaching and questionnaire survey for the teachers and students,adequately understand and analyze the current situation of the wait-time after questioning in classroom teaching, and determine the basic questioning types in current mathematics teaching process. Moreover, based on the audiotape for practical teaching process of expert teachers and novice teachers during the internship, the paper finally selected the course which is suitable for the study and conducted data statistics and comparative analysis to get the following conclusions.1. The wait-time after questioning has obtained the recognition of most teachers and students at the present mathematics teaching activities. However, teachers rarely use this teaching method in actual classroom, and there’s an obvious disparity between the applications of second wait-time and first wait-time.2. Give students different wait-time based on different courses and questioning types, in order to promote students’ subjective initiative.3. Making full use of the second wait-time, to promote the independent construction of students’ knowledge system, and eliminate overlong invalid wait-time, to improve the classroom efficiency.4. According to the classification of question types, compared the effect of classroom teaching and the participation of students between expert teachers and novice teachers. The corresponding wait-time of the following four question types are:(1) Cognitive memory question: more than 3.6 seconds.(2) Concentrated question: more than 5.4 seconds.(3) Divergence question: more than 8.7 seconds.(4) Evaluation question: more than 3.9 seconds.