An Analysis And Study Of Mathematics Teachers’ Questioning Acts In Senior High School

Classroom questioning is an important means of communication between teachers and students,and teachers’ classroom questioning also directly affects teachers’ teaching effect.Therefore,the research on Teachers’ classroom questioning is an important and difficult point in our teaching research.Therefore,this paper takes the observation classroom of senior high school front-line teachers as the research object.In order to find the characteristics of front-line mathematics teachers’ classroom questioning,It provides corresponding reference for mathematics front-line teachers and the author to improve the validity of the classroom questioning and optimize classroom teaching.By consulting the relevant literature on classroom research,this paper constructs the research of this paper.Taking the "classroom video-text recording-coding data-analyzing data-drawing conclusions" as the research mode,this paper selects four sections of senior high school concept class,namely " the concept of function" and modeling class " the application of function model ",to systematically analyze and study the classroom videos of different teachers,mainly from the number of teachers’ questions,The types of questions,the times of questions and the types of students’ answers to questions are statistically analyzed,and the following conclusions are obtained1.In terms of teachers’ classroom questioning,we find that :(1)There are great differences in the number of classroom questioning by different teachers;(2)Teachers ask more questions,the distribution of question types is uneven,and the proportion of simple questions is relatively high.On the contrary,our oteachers who ask relatively few questions put forward a balanced proportion of simple questions and so complex questions,paying attention to students’ understanding of classroom knowledge;(3)Teacher lack high-level questions to cultivate students’ thinking methods.2.After the corresponding research on the relationship between teachers’ questions students’ answer types,it is found that:(1)There is a negative correlation between the number of teachers’ questions and students’ cognitive level of answering questions.(2)The consistency between teachers’ questioning level and students’ answering level is strong,showing a significant positive correlation.(3)In the classroom answers,students generally lack creative answers.3.After studying the relationship between teachers’ questions,students’ responses and teachers’ call answer strategies,it is found that:(1)teachers are easier to pick students’ answers when asking complex questions,and the pick student answer style is easier to get students’ high cognitive answers.(2)When teachers ask the simple questions,it is easier for students to answer collectively,and about some students’ collective answers account for a large proportion of low cognitive answers.(3)The questions raised by teachers when asking questions in class are too complex or too simple,which will lead to students’ failure to answer.5.In terms of teachers’ response strategies,through analysis and research,it is found that:(1)the teachers’ response methods mostly focus on repeating students’ answers and classroom questioning,of which teachers’ questioning accounts for more than 50%.(2)In Teachers’ response behavior,the some proportion of feedback behavior such as appreciation and encouragement is relatively low.(3)Among teachers’ questioning,general questioning,repetitive questioning and passing questioning account for a high proportion On the contrary,enlightening inquiry,exploratory inquiry and open inquiry account for a low proportion And teachers generally lack open inquiry.According to the research conclusion,the author puts forward five suggestions for the classroom questioning of senior high school mathematics teachers: 1.Teachers should reasonably arrange number of questions in class.2.Teachers should reasonably arrange the proportion of various types of questions and grasp the scale of questions.3.Avoid the single call and answer method and pay attention to students’ participation in class.4.Reasonably grasp the waiting time and give students enough time to think.5.In classroom teaching,teachers need to optimize the type and structure of classroom response.