The Construction And Application Of The Evaluation Scale Of Classroom Questioning For Junior Middle School Mathematics Teachers

At the beginning of the 21 st century,China began a new round of curriculum reform,and then the Mathematics Curriculum Standard of Compulsory Education(2011 Edition)put forward some new requirements for teaching,resulting in appearing many new teaching models.So classroom questioning is an important classroom activity.How to design a good classroom problem has become the key to a good lesson.However,in practice teaching,the teachers were lack of evaluation tools for the effectiveness of mathematics classroom questioning,resulting in not making full use of questioning strategies.Therefore,this study aims to provide scientific tools for teachers' classroom questioning behavior evaluation,to help teachers analyze and improve questioning behavior and professional development of teachers.Basing on the TRF theory of classroom questioning and combining with the characteristics of mathematics and the requirements of curriculum reform,this study summarized the evaluation indicators recognized by experts,and initially constructed the evaluation scale.The evaluation scale was tested and revised,and finally got the Junior High School Mathematics Teacher Classroom Questioning Evaluation Scale.The evaluation scale was applied to the teaching,showing the process of the evaluation scale and the value of the evaluation scale.The conclusions of this study are as follows:(1)The author constructs 17 evaluation indexes,which are composed of four dimensions: content of questions,teachers' questions,students' answers and teachers' feedback.(2)Combined with the teaching cases,this paper summarized the use methods of the evaluation scale,verifing the operability and practicability of the evaluation scale.In the application of the evaluation scale,it pointed out the advantages and disadvantages of teachers' classroom questioning behavior,puting forward some suggestions for teachers.