Research On The Effectiveness Of Questioning In Mathematics Classroom In Senior High School

Questioning in high school mathematics classroom refers to a teaching link in which teachers ask questions and guide students in thinking activities in accordance with the requirements of high school mathematics courses,specific teaching goals in the classroom,combined with students' knowledge level,and classroom environment.The evaluation of its effectiveness is in this teaching link,whether the teacher 's questions can help to better achieve the teaching goals,whether it can better stimulate students' interest in learning,and whether they can better enhance students' thinking quality.Therefore,improving the effectiveness of high school math classroom questioning is an important method to improve teaching efficiency.To this end,this article conducts practice and research on the effectiveness of high school mathematics classroom questioning.This article is divided into six parts.The first chapter introduces the research background,research content,and specific methods adopted by the research.The second chapter describes the relevant theories used in this article,including constructivist learning theory,recent development area theory,and teacher-student interaction theory,which provide a theoretical basis for the research of this article.This chapter also summarizes the principles,functions,and methods of questioning.Chapter 3,designed questionnaires on the status quo of high school math classroom questioning from the perspectives of teachers and students.Through the questionnaire survey method,we learned about the status quo of high school classroom questioning,and carried out the results.Based on the analysis,effective problem design was carried out,and the teaching design of the new lecture "The First N Items of Geometric Sequence Sum" was completed.Chapter 4,based on the investigation and analysis of Chapter 3,found out the common problems existing in the current classroom questioning,mainly including the inaccurate expression of the classroom questioning,the difficulty level is not well grasped,the selection of question objects is not comprehensive,and the teacher evaluation is not timely.Chapter 5 focuses on specific teaching cases,and analyzes and researches the results through the statistical analysis of the classroom questions of the newly taught "The First N Items of Geometric Sequence" and the interviews with teachers and students after class.Chapter 6 Conclusions and Prospects,summarizes the full text,gives strategies for implementing effective questioning in high school classrooms,and proposes prospects for follow-up research.It aims to provide some reference for improving the effectiveness of classroom questioning in high school teaching.The research in this paper can draw the following conclusions:1.Through the survey of teachers and students,it can be found that teachers are generally aware of the importance of questioning in the classroom,and a considerable number of teachers have asked questions in the teaching design,and believe that questioning in the classroom can enrich the teaching methods and help students Learning.However,many students have different views on classroom questioning from teachers.Most students think that there are some general problems in high school math classroom questioning,such as some of the questions are too difficult and some are too simple;the waiting time for questions is generally short(Mostly within 10 seconds),unable to think deeply;the choice of question object is mainly"eugenics",and most students are not taken care of,etc.Therefore,students think that the efficiency of questioning in class is low.2.Through the statistical analysis of the classroom questions of the newly taught"The first n items of geometric series'" and the after-school interviews with teachers and students,it can be seen that through careful question design,students' interest in learning can be stimulated;Asking questions and giving appropriate time for thinking can exercise students' thinking ability;short-answer questions can exercise students'language skills and so on.3.Through the questionnaire survey to analyze the problems in the classroom questioning and the gains and losses of the new teaching practice,combined with the analysis of many effective questioning cases,the author gives a strategy for implementing effective questioning in high school mathematics classrooms.That is to say,in high school mathematics classroom,effective classroom questioning should do the following:the difficulty of the question is moderate,the choice of the question object should cover all students,the question should be enlightening,and the way of questioning and evaluation should be flexible and diverse.The frequency of final questions should be adjusted according to the nature of the course.With the full implementation of the new "General High School Mathematics Curriculum Standard",the reform of mathematics teaching at the middle school stage has been continuously promoted.The new standard requires students to analyze and solve problems independently.Therefore,teachers should change their concepts,get rid of the shackles of indulging in problems in the past and paying too much attention to the "three basics",so as to better improve the effectiveness and targeting of teaching.Sex.Classroom questioning is an excellent way to exercise students'thinking ability.Therefore,every front-line teacher should base themselves on the classroom,design effective classroom questions based on students,improve classroom efficiency,and better meet the new curriculum standards.