A Comparative Study On Classroom Questioning Between Novice And Expert Primary School Mathematics Teachers

Classroom questioning is not only an important means of achieving effective teaching,but also a key indicator for the growth of novice teachers.In the newly released curriculum standards for compulsory Educational stage in 2022,it is emphasized that we should attach importance to the raising of teaching problems,promote students to actively participate in teaching activities through the combination of problems and situations,and let students gradually develop core literacy in teaching activities.A questioning teacher can not only have good control over the classroom,but also influence the development of students’ thinking,playing a crucial role in effective teaching.This research takes the classroom questioning of novice teachers and expert teachers in Grade 3 of N Primary School in Tongliao City as the research object.It uses the literature method,observation method,case analysis method,comparative analysis method and interview method to analyze the classroom questioning of the two types of teachers.By comparing the differences between the two types of teachers in classroom questioning,it explores the shortcomings of novice teachers in classroom questioning,And provide improvement suggestions for novice teachers’ math teaching classroom questioning.In the process of comparative analysis,it was found that novice teachers have four main problems throughout the entire questioning process:firstly,the degree of problem focus is insufficient,filled with too many irrelevant teaching objectives,creating a false impression of "teaching creativity";Secondly,the allocation of high-level and low-level issues in the new teaching process is unreasonable,which cannot achieve the effect of in-depth learning;The third is the one-sided pursuit of innovative forms in the consolidation process,which cannot guarantee the achievement of the goal of consolidating new knowledge,and is too superficial in the interaction feedback with students,failing to promote students’ deep thinking;Fourthly,novice teachers have limited teaching time,and the questioning in the summary section has not achieved the finishing touch and precise guidance effect.In response to the above issues,the questioning of novice teachers can be improved in four aspects: firstly,in the introduction process,the questioning can be focused on the core goal,fully leveraging the function of the lead organizer;The second is to design a reasonable question structure in the new teaching process,and through high-level questioning towards true teaching dialogue,achieve the spiral development of students’ cognition.Thirdly,teachers should flexibly apply variant techniques in their questioning to help students solidly grasp the essence of new knowledge.During the process of students’ answers,teachers should have a correct attitude towards answering questions and help students clarify their thinking through methods such as assisting in answering questions.Fourthly,in the summary section,teachers should practice flexible control of teaching time,make overall design in advance,and achieve precise guidance through questioning in the summary section to improve students’ literacy.