Research On The Application Of Questioning In The Plane Geometry Classroom Teaching

Different from the traditional mathematics classroom,the current mathematics classroom emphasizes that students are the main body and teachers are the main body.Therefore,the role of teachers has undergone a great transformation,with more emphasis on the image of teachers’ cooperators and guiders.This leads to the communication between teachers and students in mathematics classroom in today’s middle school mathematics classroom teaching more and more prominent role.As an effective method to promote the depth and effect of communication,we should pay attention to it.In the middle school mathematics classroom teaching,the use of questioning method for improving the teaching effect undoubtedly plays a positive role,middle school mathematics teaching itself has many obvious characteristics,questioning teaching method combined with these characteristics can inspire students’ wisdom,consolidate teaching results,expand deeper and broader thinking effect.This paper innovatively combines questioning with mathematical plane geometry class.The research direction is mainly focused on: 1.What noteworthy characteristics will be generated after questioning method is combined with junior middle school mathematical plane geometry class.Second,at the present stage of junior middle school mathematics teachers in the plane geometry classroom use of the current situation,what are the existing problems.Third,how to put forward effective suggestions for these problems,so that middle school teachers are more willing to use questioning in plane geometry class and improve the effect of questioning.This paper focuses on the core concept of questioning and combines the teaching characteristics of plane geometry in junior middle school to classify questioning.Followed by using questionnaire and classroom video recording and coding method for current line plane geometry used in questions on the actual situation of classroom teaching and the related data,and on the basis of these data in combination with its own analysis,interviews and other methods found at present junior middle school mathematics problems in plane geometry teaching is: 1.ask level is not high.2.Unbalanced correlation between problems.3.Lack of consideration of its generative nature in questioning.4.Geometry class lacks of interesting questions.5.Insufficient evaluation after questioning.Combined with the characteristics of these problems,the author uses the method of classroom video recording and coding again.Contrast if encoding the same three topics listed in this paper through the text to be good at ask the expert teachers and teachers in ordinary course of the quest section for using the two different characteristics and combined with the understanding after interview,questionnaire and gives the corresponding Suggestions are as follows: 1.pay attention to the class of follow-up design.2.Improve the level of questioning.3.Association between balancing problems.4.Enhance the interest of questioning.5.Improve follow-up evaluation.6.Strengthen self-study and training of questioning skills.Finally,this paper applies these suggestions to plane geometry teaching design and teaching practice,and explores the deeper connotation of classroom questioning and relevant theoretical support.This paper has certain practical and theoretical reference value for middle school mathematics teaching.