High School Mathematics Classroom Questioning Research

The teacher is not only the teaching of knowledge, but also the guide, the organizer and the partner of the students. In the course of classroom teaching, the teacher is the leading, the student is the main body, classroom questioning is an important form of the teacher and student in mathematics classroom teaching. In senior high school mathematics teaching, classroom questioning plays an extremely important role. Effective classroom questioning can activate the classroom atmosphere, stimulate students’ learning initiative, stimulate students’ curiosity, inspired students’ thinking, but also make the teacher student of knowledge taught master degree feedback information, can make the students actively participate in the interactive process of teaching and learning, so as to improve the teaching quality. Therefore, it is very necessary to study the school-based senior high school’s classroom questioning, which is very necessary to improve the quality of school based mathematics teaching.This thesis attempts to study the characteristics of teacher questioning behaviors in a county school FN high school in the perspective of asking questions in the implementation of curriculum and teaching reform. What is the development and change? According to the existing research on the question, the choice of the way of answering questions and the way of the teacher’s classification, the county school mathematics classroom questions to study. The middle school is the only county in a provincial model high school, according to the annual randomly selected from 2009 to 2015, the teachers in the school, the teaching and research activities of 6 videotaped class study, first put the video into a text format, then according to the "question type", "choose to answer the question," "the teacher answer" encoding, re analysis data, FN features in middle school since the implementation of the curriculum and teaching reform of teacher questioning behavior and development and change are:(1)the total number of teachers’ questioning too much;(2)from the "question classification" aspect, the percentage of all kinds of problems of six types the teachers are roughly the same,the overall performance of unbalanced question types. Using the most frequent type of problem is memory problems, memory problems accounted for the percentage showed a trend of rising year by year, rarely used is reasoning and critical questions, percentage of critical problem was decreased year by year generally declining trend;(3)from the "select students answer ask the way", "let the student collective answer" is the main content. The percentage of students who have raised their hands to answer has dropped sharply. Six teachers almost no "changed call other students to answer" phenomenon;(4)from the evaluation of teachers and students a means to ask ", six teachers did not appear" interrupt the student answer, or teachers for students to answer "," the students answer to disregard or negative "phenomenon. Six teachers "encourage students to ask questions" behavior is relatively small.Thus, the school mathematics teachers in the implementation of curriculum reform has been fully attention and the implementation of classroom questions, with respect for the students’ personality, attention to students’ differences in mathematics learning attitude and belief. In addition, the school mathematics teachers should be careful preparation and careful selection of an appropriate amount of problems; teachers in teaching activities in the future to focus on critical thinking, the cultivation of creative thinking; teaching should design some high awareness of the problem and the key problems should ask individual students to answer, so that both can promote students’ thinking, but also conducive to highlight the teaching focus.