| The study of teacher 's classroom questioning behavior is the internal demand of teachers' professional development,which is an important direction of curriculum reform.This study takes the classrooms of junior middle school expert mathematics teachers as the research object and finds out the high quality characteristics of questioning,so as to provide inspirations for the front line teachers to improve the questioning validity and optimize the classroom teaching.The study worked out a research framework through the literature research and interview.We use “classroom observation-record classroom video-analysis of classroom text record-coding of the classroom questioning behavior-expert teacher questioning behavior case study-come to conclusion" as a basic research model.The study divides the questioning into seven types.We select the junior middle school expert teachers of the two lessons about geometric concept,the two lessons about algebra concept and the two algebra review lessons to make video recording and production of classroom records.We get expert teacher classroom questioning characteristics through data analysis by means of video analysis and classroom record analysis and the results of data analysis and processing.The statistical results show that there are characteristics of expert teacher geometric concept class questioning as follows:(1)The deepening of the concept stage and the application of the concept stage have the largest number of questioning,mathematical connection stage the least;(2)The number of student's "answer by memorizing" is more than the number of teacher's "memorizing questioning";(3)High level cognitive demands of questions has a large proportion;(4)Teacher A named students answered times is the most;(5)In the rectangular concept class,students answered in a variety of ways.The concept of algebraic class questioning feature is as follows:(1)The number of questions in the taking on conceptual stage is small,but the quality is high;(2)The number of two class' s "no answer" have huge difference;(3)The mathematics link time is short.The concept of algebra review class questioning feature is as follows:(1)The frequency of supplementary questioning isthe most(2)The proportion of "evaluative questioning" was larger;(3)"Management questioning" are used to organize student activities;(4)More than half of students' answer were high cognitive answer;(5)The questioning's coverage is wide;(6)The divergent questioning accounted for a higher proportion.The following suggestions are put forward through the research:(1)In the example teaching,questioning are raised at different levels to help students understand the concepts step by step;(2)In the connection stage of mathematics,we try to use questioning to guide students to construct knowledge networks;(3)Teachers should ask questions about concepts and promote conceptual assimilation;(4)High cognitive questioning should be given enough classroom waiting and pay attention to students' classroom thinking;(5)Teachers should constantly enrich their questioning skills and raise their validity;(6)Creating a democratic classroom atmosphere and improving students' participation in class;(7)In the stage of concept presentation,the proper presentation should be chosen and the questions should be refined and accurate;(8)Facing of no answer,should reduce the difficulty of questioning,and gradually inspire students;(9)Design "problem string",which leads to reasonable questioning;(10)Design core-questioning around the difficult knowledge point,show the process of thinking;(11)Skillfully use management questioning,orderly organization of classroom activities;(12)Strictly control the number of questions,improve the effectiveness of questioning;(13)Improving the coverage of questioning and stimulating students' participation(14)Using divergent questioning to promote students' thinking levels. |
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