The Comparative Research On Classroom Questioning Between Skilled-novice Mathematics Teachers In Rural Junior Middle School

Questioning is an important tool in mathematics teaching,also is an important platform for the communication between teachers and students,accurate and appropriate classroom questioning not only helps students master the knowledge,but also can stimulate the enthusiasm of students,improve the efficiency of classroom teaching.This paper discusses the validity of classroom questioning,and makes a record and observation of the classroom teaching of skilled and novice mathematics teachers in rural junior middle school.Using Bloom and Flanders' s classroom questioning analysis framework,the teacher questioning behavior in classroom is quantitatively classified.Reference to Hong Songzhou,Jackie Acree Walsh and other effective classroom questioning evaluation criteria,from the structure of the problem,classification,questioning methods,questions and other seven aspects of the effectiveness of both questions.The findings are as follows:(1)questioning level,middle level questions accounted for the largest proportion of the total number of questions.Novice teachers ask more questions than skilled teachers,The proportion of low level questions is higher,the higher level questions are few,the mechanical question proportion is high.(2)In the way of questioning,two teachers give priority to the problem of expressing once and repeated two times,but the skilled teachers tend to decompose the problem,while the novice teachers prefer to change the wording to clarify the problem.(3)The two types of teachers are mainly sealing questions,and fewer open-ended questions.(4)In response to the teacher's response,novice teachers mainly adopt a repetition approach,while skilled teachers mainly adopt a questioning and answering approach.(5)In the teaching effect,the classroom questioning of skilled teachers is mainly based on the overall answer,while the novice teacher's class answer mostly,and the atmosphere is more boring.(6)In the aspect of mathematical methodology,skilled teachers prefer to mention extended questions,while the number of variant problems is less,while novice teachers are more suitable for extending and changing the proportion of questions.(7)Mathematics heuristic aspect,the skilled teacher's classroom question time interval is more reasonable,can use the question to form the big question to solve many small questions,the inspiration is stronger.In view of the above problems,we put forward some suggestions for improvement of the rural junior middle school mathematics classroom questioning effectiveness;(1)Put forward more thinking questions,reduce the number of easy questions;(2)Select questions,increase the number of open-ended questions;(3)To enrich the teachers' questioning,to increase students' questions;(4)Appropriate increase the time interval;(5)Taking into account the extension problem and variant problem.