| Classroom questioning is one of the most important teaching skills in teachers’ teaching,and it is also the bridge between teachers and students’ teaching activities.For teachers,it is not only the embodiment of teachers’ teaching ability and teaching quality,but also the test of teachers’ teaching tact.For students,it can not only effectively focus students’ attention in class,but also promote the development of students’ thinking ability,creative ability and problem solving ability.Therefore,teachers’ questioning level in class will directly affect the improvement of teachers’ own ability and the development of students’ rational thinking in the future.Based on Bloom’s taxonomy of educational objectives and the theory of ternary dialogue,this study constructed an "Analytical framework for classroom questioning by expert primary mathematics teachers",which divided classroom questioning into three stages: preparation before class,implementation during class and reflection after class.In this study,an expert teacher from S primary School in Guyuan City was selected to conduct investigation and research on the teacher’s application of this analytical framework by using content analysis method and interview method,and the data collected in the research were sorted and analyzed,so as to explore the characteristics of expert teachers in classroom questioning and summarize the case experience.On this basis,the relevant education enlightenment for primary school mathematics teachers was summarized.It is found that expert teachers have accurate cognition of questioning function and accurate guidance of lesson preparation before asking questions in class.Adequate preparation time and materials before class;The factors of lesson preparation are diversified and students’ main body is priority.The number of classroom questions is suitable for teaching.Class questions are asked in different layers to achieve difficult to easy;Classroom question and answer combination,in line with the cognitive law;Various classroom call and answer forms,improve teaching efficiency;Reasonable waiting time and comfortable teaching pace;After-class reflection is characterized by flexibility,efficiency,calm and correct attitude.However,there are still problems such as few open questions designed for pre-class preparation,neglected implementation in class to guide students to ask questions independently,and random and chaotic forms of after-class reflection recording.Finally,based on the case study of expert teachers,this study draws relevant educational enlightenment.Teachers should take the core quality as the standard,make full preparation before class;To optimize the question in class based on the concept of people;With mathematical characteristics as the rope,sublimation after class reflection. |
