| Mathematics is a subject containing the concepts of quantity,structure,change and spatial model,and a carrier to cultivate students' ability of raising and solving problems Questioning is one of the main teaching methods and the most effective ways inspired students to think and promoted students' mathematical thinking during mathematics teaching.It is very necessary for teachers to train their Question Skills,according as‘ask questions'and‘help to ask questions'couldn't be well done in actual teaching.As an effective way to cultivate teachers' teaching and research ability,Lesson Study has been widely used in teacher training in China.The practice shows that case study is helpful to the improvement of teachers' teaching skills and teaching research ability.As the front-end team of teachers in our country,it is one of the important problems that find a more effective way to cultivate Pre-service teachers' mathematics teaching skills in class.Therefore,this study adopts the Lesson Study as the training method of mathematics classroom skills for Pre-service teachers,and takes the Question Skills as an exampleIn this study,107 pre-service teachers who majoring in mathematics are taken as the research object to explore the effectiveness of the Lesson Study for improving the Questioning Skills.On the background of College internship,simulate the construction of middle school classroom.On the basis of reading a large number of literatures,and the exchange and discussion with the research group and experts in the field of mathematics education at home and abroad,the Questioning Skills evaluation form are designed to provide the data collection basis for this study.The purpose of the questionnaire is to understand the current situation of Pre-service teachers' Questioning Skills in math classroom,that is,the level of cognition and application of mathematics Questioning Skills of Pre-service teachers in China is basically at a poor level,and this is the starting point for research.There are 8 skill investigators in this study,so three classes are divided into 8 groups.Each investigator,assigned randomly to a group formed of the 3 classes,is responsible for organizing the group teaching and group discussion of the first round of Lesson Study.All of the pre-service teachers carry out two rounds of Lesson Study,and investigators carry out follow-up investigation to obtain the mathematics Questioning Skill evaluation form and teaching video pre-test and the post-test.The evaluation form of mathematics Questioning Skills adopts quantitative analysis method,and the qualitative analysis method focusing on individual is adopted for teaching video and group discussion recording.It is analyzed that the application level of pre-service teachers' mathematics Questioning Skills has been significantly improved after the experience of Lesson Study,the questioning design pays more attention to students,and the ability to preset questions and generate questions has been improved.Through the analysis of structured interview recording,it is found that mathematics Normal University students' ability of questioning design,application,teaching research and reflection has been improved to a certain extentTo sum up,the Lesson Study improves the Questioning Skills of Pre-service math teachers,and to a certain extent,it promotes their understanding of the theoretical knowledge in mathematics teaching,and provides them with the opportunity to use the theoretical knowledge to solve the practical problems in class.The cycle process of simulating teaching,self-reflection and revising teaching plan in the Lesson Study,which promotes the pre-service teachers' consciousness and ability of self-reflection,it also provides a research path for their career development after they become practicing teachers Therefore,this study can provide a new way of thinking and training methods for the teaching skills training in math classroom of Pre-post teachers in China. |
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