Research On Strategies Of Effective Questioning In Junior Middle School Mathematics Classroom

Nowadays,education is faced with double pressures of double reduction and quality improvement.As a major sector closely related to education,junior high school mathematics education is facing major challenges and hopes.To learn mathematics well,we must fall into the mathematics classroom.Questioning is the most frequently used teaching method in the mathematics classroom.Effective questions with ingenious ideas can stimulate students’ curiosity,enable people to think constantly,gain insights,build the context of knowledge,control the classroom rhythm,and test the teaching results in the classroom.This paper mainly studies the effectiveness of the questions in junior middle school mathematics class.This is because,as a math teacher who has taught for several years,through personal verification,effective questioning in junior high school math class can significantly improve students’ participation in the classroom,and deeply feel that effective questioning not only improves teaching efficiency,but also relieves the current learning pressure and teaching pressure faced by students and teachers,which is an issue we urgently need to consider.This paper mainly starts from effective questioning,using questionnaire survey,interview and other research methods to study how to conduct effective questioning.Through the comprehensive statistics and analysis of the current situation of junior high school mathematics classroom questioning through student questionnaires and teacher interviews,we found some problems in the teaching practice of effective questions in junior high school mathematics classroom,and attached the corresponding inefficient segments of the classroom to support some existing problems.Finally,we put forward optimization strategies,At the same time,in the strategy,according to their existing teaching experience,we give the optimized fragments corresponding to the effective strategies one by one for the inefficient fragments in the classroom.The purpose is to give specific demonstration examples of the corresponding strategy application.These examples are all over the different grades of junior high school classroom.Through such empirical research,we can summarize successful experience on the basis of failure,and present rich theories for the efficient mathematics classroom,And through the form of examples,educators and front-line teachers can clearly have a deeper understanding of effective questioning.The results of the research show that the problems of effective questioning in junior high school mathematics classroom involve four aspects:(1)The design of the preparation stage: the beginning of the questioning is quiet,the problem orientation is vague,the key problems are ignored,the open questions are less,the questions are not interesting,and the summary questions are not paid attention to;(2)The implementation of the implementation phase: insufficient learning space,less timely questioning,single question and answer mode,casual language expression,less waiting time;(3)In the feedback stage,the evaluation is not targeted and diversified,and the nonverbal evaluation is scarce;(4)In the aspect of reflection after class:insufficient questioning and reflection in class.Based on the status quo research and the analysis of the results,the optimization strategies are proposed:(1)The static preset strategy in the preparation stage: should set up a wonderful starting question,should make the direction of the question clear,should pay attention to the quality of the key questions,should appropriately add open questions,should make the questions more interesting,and should pay attention to the questions in the classroom summary;(2)The dynamic generation strategy in the implementation phase: enough independent space,timely classroom questioning,rich question and answer mode,rigorous language expression,and scientific waiting time;(3)The dynamic evaluation strategy in the feedback stage: the evaluation should be diversified,targeted,and attach importance to nonverbal reasoning;(4)Static reflection strategy in the after class stage: reflect on the highlights and shortcomings frequently,pay attention to them ideologically,and then implement them effectively.