Research On Decimal Comparative Study Mathematics Expert Teachers And Novice Teachers Classroom Questioning

In the elementary school mathematics classroom teaching,asking question is a very common way of teaching.Through the comparative study of expert teachers and novice teachers,classroom questioning,the shortage of the novice teachers in question can be found,which help novice teachers to improve the way of classroom questioning,and promote the novice teachers' professional development.Classroom questioning,not only can give the teacher feedback information in time,understand the degree of students mastery of mathematical knowledge,can also inspire the minds of students,cultivate the students' ability to analyze and solve problems and creative thinking ability.Therefore,the questions in mathematics classroom teaching have very important significance.At the same time,about math teachers how to carry out effective classroom questioning in the class,become the important subject of teacher professional development,too.On the basis of previous studies,this study analyzed the results,through the expert teachers and novice teachers for primary school mathematics classroom questioning of comparative research,in-depth analysis of the teaching behavior of expert teachers classroom questioning,in contrast to the teaching behavior of novice teachers classroom questioning the analysis of existing problems,Summarizes the key factors that need to pay attention to the elementary school mathematics teacher classroom questioning,serve as a reference for the improvement of novice teachers classroom questioning,at the same time to speed up the teachers' professional development,more important is mathematics teachers classroom questioning way to improve the efficiency of classroom teaching.This thesis is divided into six parts:the first part introduces the background of the research,significance and methods of this paper.The second part,through to the domestic and foreign literature about classroom questioning and collection of the exploration of the understanding of classroom questioning;The third part is to analyze the "question",will ask questions to carry on the definition and classification,and analyzes the particularity of mathematics classroom questioning;The fourth part,is the expert teachers and novice teachers classroom questioning from five aspects,explore the situation of novice teachers and expert class to ask questions and make the analysis;The fifth part,mainly for expert teachers and novice teachers contrast from the problems existing in the novice teachers and expert teachers classroom questioning,and gives strategies.