A Study On Teachers’ Inquiry In Mathematics Classroom Of Senior Grade In Primary School

Classroom inquiry is an important part of classroom teaching and an important bridge for communication between teachers and students.Accurate classroom questioning is the concentration of teachers’ teaching art,and it is also a valve to open students’ thinking.In this study,6 novice and expert teachers were selected,and the classroom teaching of these 12 teachers was videotaped and recorded.Observe from the five dimensions of question type,inquiry type,moment of inquiring,object of inquiring,and student answer.The classroom observation table is used as a tool to record relevant data,and combined with student questionnaires and teacher interviews,in-depth analysis of the differences between novice and expert teachers in classroom inquiry,from which to find the characteristics of high-grade mathematics classroom teachers in primary school to be precise in inquiry.The results of the student questionnaire survey showed that the vast majority of students liked the teacher’s questioning behavior and believed that the teacher’s classroom questioning was helpful to their mathematics learning.When students answer the teacher’s question correctly,they still look forward to the teacher’s follow-up;when the student can’t answer correctly or doesn’t answer,they hope the teacher will leave more time for their own thinking,or hope to get the teacher’s prompt and guidance.The classroom observations of the two types of teachers found that: from the perspective of the overall frequency of each dimension,novice teachers and expert teachers have significant differences in the questioning,inquiring,momenting,objects and students’ answers;In each dimension,the inquiring behavior of the two types of teachers is tested for the difference in ratio,and the results are as follows:(1)From the perspective of question types,there are significant differences between the two types of teachers in simple questions: novice teachers focus on memorable questions,expert teachers focus on memorable and managerial questions;and complex questions;There is no significant difference in complex questions.(2)From the perspective of the total frequency of follow-up questions,the total number of follow-up questions by expert teachers is much higher than that of novice teachers;there are significant differences between the two types of teachers in the simple questioning.In the simple questioning,novice teachers have the most memorable questions.And expert teachers inquiry more high-level suggestive questions;there are also significant differences in the comprehension question,and the expert teacher’s comprehension question is higher than the novice teacher.(3)From the perspective of the subjects of inquiring,there is no significant difference between the two types of teachers in inquiring individual-individual(same),collective-collective(same),individual-collective(different),and collective-individual(different).Both types of teachers prefer to inquiry consistent objects,especially the collective-collective,are the most questioned.The two types of teachers have significant differences in individual-individual(different)inquiry,and novice teachers have a higher percentage of inquiries about different individuals than expert teachers.(4)From the perspective of the moment of inquiring,the two types of teachers have significant differences in the overall frequency.The total frequency of follow-up by expert teachers is much higher than that of novice teachers.However,judging from the ratio of the timing of each follow-up,there is no significant difference between the two types of teachers,and the most follow-ups are when students answer correctly.(5)From the perspective of students’ answers,the two types of teachers have significant differences in students’ memorability and comprehension responses.After the novice teacher asked,the students mainly answered memorably,while the expert teacher asked the students to answer mainly in understanding.The ratio of low-cognitive answers to high-cognitive answers(4.88:1)by novice teachers is much higher than that of expert teachers(1.63:1).Interviews with two types of teachers found that expert teachers have a more comprehensive cognition and understanding of follow-up questions.They not only pay attention to the improvement of students’ knowledge and skills by follow-up questions,but also pay attention to the cultivation of students’ emotions,attitudes and values.The inquiring behavior of expert teachers is more in line with the basic concepts of the mathematics,and the reflection on questioning is more profound.To sum up,the characteristics of precise inquiry are shown as inquiry guidance:emphasis on simple questioning as a foreshadowing of inquiring;inquiry setting: set the gradient of the question according to the recent development area of the student;the object of inquiring: focus on the collective inquiry in breadth,and in depth pay attention to personal follow-up;the moment of inquiring: meticulous follow-up when answering correctly,and direct inquiry when answering incorrectly;purpose of inquiring: pursue students’ comprehensible answers,and promote students’ high-level cognition.