Research On The Classroom Questions Of Teachers In The Eighth Grade Mathematics Comprehensive And Practical Activities Class Based On The "four Abilities

Classroom questioning is an important teaching means of dialogue between teachers and students.It has many functions in teaching,such as consolidating knowledge,enlightening thinking and guiding learning.Therefore,junior middle school mathematics teachers should deeply understand and feel the importance of classroom questioning,and integrate the "four abilities" and core qualities into classroom questioning in the teaching process,so as to improve the quality of classroom teaching and teaching effect.Through the construction of the "four abilities" based on the eighth grade mathematics comprehensive and practical activity class teacher question coding framework,analysis of the current situation of teachers classroom question,found the existing problems,and put forward improvement strategies,in order to cultivate students’ core mathematics literacy,promote the effective implementation of mathematics comprehensive and practical activity class.The research questions include:(1)What are the problems and deficiencies in the classroom questioning of the eighth grade mathematics comprehensive and practical activity course based on "Four Abilities" at the present stage?(2)In view of the problems and deficiencies in the classroom questioning of the eighth grade mathematics comprehensive and practical activity course based on "four Abilities" at the present stage,what are the countermeasures for improvement?Firstly,literature analysis is used to search and study relevant literature.According to the current research status of teachers’ classroom questioning,teachers’ classroom questioning behaviors are divided,and a coding framework of classroom questioning for teachers in Grade 8mathematics comprehensive and practical activity class based on "four abilities" is constructed.Then the expert consultation method is adopted to modify and adjust the unreasonable parts of the coding framework according to the expert opinions and the actual research situation,and finally determine the framework.It includes three first-level dimensions: question content,question form,question feedback;There are five secondary dimensions: the level of content cognition,the embodiment of content "four abilities",the form of questioning organization,the type of question situation and the type of feedback.And 23 indicators.On this basis,this study uses video analysis method and case analysis method to code 18 classes of different types of eighth grade mathematics comprehensive and practical activities,and carries out quantitative and qualitative analysis of the coding results to find out the existing problems and shortcomings of teachers’ classroom questioning of eighth grade mathematics comprehensive and practical activities,and puts forward corresponding improvement strategies.This paper provides some references for teachers in the field of mathematics synthesis and practice in the 8th grade.It is found that the problems existing in the classroom questioning of teachers in the eighth grade mathematics comprehensive and practical activity course based on "four abilities" are mainly manifested in four aspects:(1)the lack of pre-class question presupposition,the lack of thinking on the activity content,and the integrity of the question design in classroom teaching is weak;(2)There are more questions at low cognitive level and fewer questions directed to high cognitive level,which is not conducive to the cultivation of high cognitive level thinking;(3)Lack of attention to the "four abilities",lack of understanding of the "New Curriculum Standard" and "four abilities",lack of ability to discover and raise questions;(4)The question context is relatively simple,and the questions are mainly in the background of mathematics,while the questions in life context and interdisciplinary context are few.In view of the problems and deficiencies in the classroom questioning of the teachers of the eighth grade mathematics comprehensive and practical activity course based on "four abilities",the corresponding improvement strategies are put forward:(1)Clarify the positioning and objectives of the activity course,get familiar with the basic links of different types of activity classes,and strengthen the design of classroom questioning for the whole class;(2)Appropriately increase innovative critical questioning,strengthen the design of the whole class question chain,and stimulate students’ thinking at a high cognitive level;(3)The activity course is problem-solving oriented and pays attention to the setting of question guidance language to cultivate students’ initiative in learning;(4)The theme of the activity is closely related to the reality of life,emphasizing the integration of mathematics and other disciplines,and balancing different situation types of problems.