A Study Of High School Mathematics Classroom Questioning In The Perspective Of Curriculum Standards

Since the 1980 s,many countries have carried out curriculum reforms one after another,most of which are mainly concerned with the formulation of unified curriculum standards or teaching guidelines.In this context,the consistency between teaching elements such as teaching,assessment,teaching materials and curriculum standards has received more and more attention from theoretical and practical researchers and become a hot topic of curriculum reform.However,at present,most of the research on the consistency of curriculum standards in China focuses on whether the questions in the middle and high school exams and textbook exercises are consistent with the curriculum standards,which is a kind of result-oriented evaluation that points to the final learning outcomes of students,while there is little research on whether teachers’ teaching meets the requirements of the curriculum standards in the teaching process.Furthermore,most of the current research results on classroom questioning focus on the connotations,types,and strategies of questioning,with little research on whether teachers’ classroom questioning is permeated by core literacies and whether the level of core literacies contained is consistent with the requirements of the curriculum standards.Mathematical abstraction is present throughout the process of mathematics generation,development,and application,and is addressed in algebra,geometry,probability and statistics.In this context,this paper focuses on the consistency of the core literacy of "mathematical abstraction" in high school mathematics classroom questioning and curriculum standards,which is of great theoretical and practical significance to deepen curriculum reform,improve the quality of education and teaching,and develop students’ literacy.This paper uses literature research method,content analysis method and case analysis method to conduct the study.Firstly,we selected 20 teaching cases from the "11th High School Young Mathematics Teachers’ Classroom Exhibition",analyzed the content requirements and academic requirements in the curriculum standards,and sorted out the content of classroom questioning and the content of mathematical abstract literacy in the curriculum standards.Secondly,with the support of the SEC consistency analysis model,the "content topics" and "cognitive levels" were reclassified,and a two-dimensional matrix evaluation framework of "literacy dimensions × literacy levels" was constructed for this study.Then,the teachers’ classroom questioning and curriculum standards were coded and quantified.Finally,the Poter consistency coefficients were calculated to analyze the consistency between teachers’ classroom questioning and the level of mathematical abstract literacy in the curriculum standards in terms of literacy dimensions and literacy levels,and conclusions were drawn.The study found that:(1)the consistency coefficient of mathematical abstract literacy in high school mathematics classroom questions and curriculum standards was 0.805,which was greater than the critical value of 0.632 and possessed a statistically significant consistency;(2)in terms of literacy dimensions,the consistency between classroom questions and curriculum standards was slightly lower;(3)At the literacy level,the distribution of classroom questioning is consistent with the trend of the curriculum standards,with a small difference in the percentage and a high degree of consistency.Based on these findings,suggestions were made for implementing core literacy in mathematics:(1)strengthening training for frontline teachers to improve their understanding of curriculum standards;(2)designing scientific classroom questioning language to implement students’ core literacy in mathematics;and(3)establishing a core literacy-based teaching evaluation system.