Research On Questioning Strategies Of High School Mathematics Classroom Under Different Goals

Teaching according to aptitude is a basic educational principle that has been highly promoted and respected at home and abroad.Based on this principle,differentiated teaching is also promoted.In classroom teaching,teaching activities are carried out around teaching goals,and it is necessary to achieve differentiated teaching.To achieve the difference in teaching goals,and the most common way to promote the achievement of teaching goals in teaching is to ask questions.Therefore,in this context,this paper proposes a differentiated goal-oriented high school mathematics classroom questioning strategy research,through effective classroom Questioning strategies promote the achievement of differentiated goals and achieve different students with different gains and progress.There are two main research goals in this thesis.One is to explore the theoretical basis for the establishment of differentiated teaching goals and build a detection framework for the achievement of differentiated goals.The second is to explore the questioning strategies of high school mathematics classrooms that promote the achievement of differentiated teaching goals.In order to meet the requirements of course objectives and the limitations of students ’actual level,in the paper,through literature research and questionnaire survey methods,understanding the core content of mathematics as the goal of mathematics curriculum provides theoretical basis for the establishment of differentiated teaching goals.In addition,the paper Through questionnaire surveys and classroom observation methods,we also understand the classroom questioning strategies oriented towards differentiated teaching goals in high school mathematics classroom teaching.Finally,we test the effectiveness of teaching goals achieved through practical research.Studies have shown that the questioning strategies that promote the achievement of differentiated teaching goals will vary depending on the type of lecture,type of knowledge,level of knowledge achievement,etc.The specific manifestations are:(1)Ask different questions about different courses.The new teaching is mainly to learn concepts,formulas,etc.,mainly to directly ask questions about concepts.In the exercise class,the mathematical situation is set to ask questions about the simple application of concepts or formulas.(2)Differentiated questions about different types of knowledge.Questions about declarative knowledge generally adopt the method of concept analysis or direct questioning of concepts,while questioning of procedural knowledge uses the connection of life background or the creation of mathematics.Situations,etc.,establish an environment for applying knowledge,and then allow students to use knowledge to solve problems.(3)Differentiated questions for different levels of knowledge achievement.Adopt questions with different difficulty levels or open questions to help students achieve the teaching goals required by different levels in solving these problems.(4)Differentiated questions for different question objects.Before asking a question,the teacher must first clarify the object of the question and ask questions that are consistent with his ability level according to the actual level of the question.(5)Differentiated questions about different ways of inquiry.When the learning objectives of each group are different,the teacher uses group collaboration to complete the inquiry.When the learning objectives of each classmate are the same,students are expected to complete tasks independently.(6)Differentiated questions about different functional issues.Asking questions by setting suspense can play a role in linking up and down.Questioning is carried out using a combination of inquiry and practice to consolidate knowledge.