A Case Study On The Classroom Questioning Skills Of Elementary School Mathematics Novice Teachers

In the process of classroom teaching,classroom questioning is an important teaching method.Whether the questioning method is reasonable,which directly affects the quality of teaching and the achievement of teaching goals.Meanwhile,mathematics is a discipline with integrating logic rigor,high abstraction and wide application.As Primary school students,their cognitive and thinking abilities are limited.How to properly train their mathematical abilities and make them better trained relevantly,proper guidance of mathematics teachers in the classroom is particularly important.After reading a large amount of literature and by summarizing the existing research methods of the predecessors,the author chose all teachers of elementary mathematics in the internship school as the research object,and recorded the classroom questioning situation in real time.Teachers from the perspective of classroom observation,collective lesson preparation and teacher interviews to compare,to study the primary school mathematics novice teachers’ classroom questioning skills,and then put forward relevant suggestions to help improve their classroom questioning skills.This thesis consists of five parts: the first part introduces the research background,meaning,research ideas,research methods,and the research innovations;the second part defines related concepts and introduces the current research status of classroom questions at home and abroad and the relevant theoretical basis of this research;the third part introduces the purpose of the research survey,the survey tools,the survey objects,and the process of collecting survey data in details;"ll" the fourth part starts with the teacher’s classroom introduction link,the course’s heavy and difficult points,The types of questions,the way to choose and answer the questions,and the situation of answering the questions are analyzed in details in the current situation of the six teachers’ classroom questions,and then the teacher’s classroom questioning skills are further analyzed from the perspective of collective teacher preparation and teacher interview;The fifth part draws the existing problems of novice teachers of elementary mathematics in classroom questioning skills,and then puts forward suggestions to help them improve the efficiency of classroom questioning.