A Comparative Study On Classroom Questioning In Primary School Mathematics Between Novice Teachers And Expert Teachers

In primary school mathematics teaching practices at the moment,teachers' questioning has emerged as one of the most commonly used patterns for in-class interaction.The quality and efficiency of teaching are directly affected by the quality of questioning in the teaching process.What current mathematics teachers in primary schools mostly concern about is how to make questions more effective and practical.Targeted at novice math teachers and expert teachers in primary school,this study compares their different performances in questioning.By doing so,this study will not only provide some assistance for novice math teachers in improving questioning ability and teaching skills,but also promote their professional development.The results of classroom observation show that:(1)Differences in the introduction of questions: novices can put forward questions according to the actual situation of students and the content of the textbook to fully mobilize students' enthusiasm for learning,but the language of questions is more verbose.The questions of expert teachers are more in line with the concise characteristics of mathematics,but not enough in the interesting questions introduced in class.(2)Differences in questioning in the new teaching process: Compared with expert teachers,novice teachers are poor in controlling the teaching content in class,and the questions they raise are usually centered on the direct knowledge points.The types of questions designed by expert teachers have a good balance,and various types of questions will be dabbled in.For students' answers to different types of questions,expert teachers pay more attention to students' group discussion and answers,while novice teachers generally adopt collective answers or students' individual answers due to their lack of experience in organizing and teaching.(3)Differences in questions in the consolidation link: novice teachers usually only ask questions about the exercises in the textbook,while expert teachers ask questions about the consolidation exercises in the textbook flexibly according to the actual situation,and ask questions about the consolidation exercises in the textbook in variable forms.(4)Summing up the differences in questions: expert teachers can use questions to guide students to better summarize the knowledge of this lesson,master the important and difficult points of this lesson,and ask questions that are more inspiring.However,the summary questions of novice teachers tend to be more formal.The results of the interview show that:(1)In terms of teachers' preparation for questioning before class,primary school math expert teachers have a good awareness of questions,and can better design questions based on students' actual learning situation,and the classroom teaching effect is better.In contrast,novice teachers are unable to comprehensively control the teaching work because of their poor awareness of problems.(2)Teachers' introspection on classroom questions after class: novice teachers are aware of the importance of teaching introspection,but the specific practice of introspection has not been put into practice,and the methods of introspection need to be improved.In contrast,expert teachers still have a lot of room for improvement in after-class reflection of classroom questions.Based on the above analysis and conclusion,the author puts forward some strategies to improve the classroom questioning of novices in primary school mathematics teachers :(1)enriching the types of classroom questioning;(2)optimizing the design of classroom questioning;(3)flexibly applying the skills of classroom questioning;(4)grasping the structure of teaching materials as a whole and forming a series of core math questions.