In what context did I encounter any problems? What is the connotation of this question?

Questioning in class is a teaching method adopted by most teachers. The effectiveness of classroom questioning has become one of the important factors affecting classroom teaching, but it has not attracted enough attention from teachers. Many teachers just casually throw questions, whether they have achieved the expected results, whether they have aroused students' thinking, and how to respond to students' answers reasonably without in-depth thinking. Some teachers' questions are too simple to arouse students' positive thinking; Some teachers ask questions that are too broad and not specific, and students

Don't know how to answer; Some teachers ask questions that are too difficult for students to answer. Some teachers lack guidance on the questions raised and fail to inspire students' thinking and improve their thinking level.

Classroom questioning refers to the teaching method that teachers set questions for students in order to guide, diagnose and manage teaching according to the teaching purpose, requirements and students' actual situation. Effective classroom questioning means that questioning has achieved the expected effect and achieved the expected goal. Effective classroom questioning requires teachers to ask valuable questions, stimulate students' interest and curiosity, and arouse students' positive thinking.

Second, the theoretical basis and significance

Theoretical, practical and policy basis of the research.

(A) the theory of multiple intelligences

According to the theory of multiple intelligences, everyone has their own relative superior intelligence and weak intelligence. These intelligences are interrelated and complementary. Proper education and training can make every intelligence have the potential and opportunity to develop in some way. Teachers should believe that every child has development potential and every student has room for development, control the difficulty and quantity of classroom questions, make students "jump up and pick peaches", pay attention to guidance, provide students with platforms and opportunities, give everyone a variety of choices, stimulate everyone's potential intelligence level and give full play to everyone's personality. I believe they can develop on the original basis.

(2) Appreciation education theory.

Appreciation education theory points out that students should experience his achievements in learning, experience success with students, appreciate each student's "unique" personality and satisfy their sense of dignity. This requires teachers to adopt as many educational methods as possible, such as trust, respect, encouragement, understanding, tolerance, reminding, etc., to guide students to tap their own potential, examine their own learning process, revise their own learning methods, and form an internal dynamic mechanism of autonomous learning and self-education, so that students can become successful in their studies.

If we can put forward reasonable strategies and methods for the problems in teaching practice, avoid invalid and useless questions, truly achieve the purpose of asking questions, and promote the improvement of students' thinking level and expression ability, it should be of great benefit to middle school mathematics.

The new curriculum concept advocates that students are equal participants in classroom teaching, teachers should establish an equal and democratic classroom view, teachers should have humanistic care for students, so that students can be inspired and encouraged in an atmosphere of equality, respect, trust, understanding and tolerance, teachers should respect students' individual differences, pay attention to interactive learning methods, and advocate students' active participation, willingness to explore and diligence in practice.

Third, the research objectives, contents, methods, steps and processes.

(1) By watching the recent classroom videos of teachers, we can learn the real situation of teachers' classroom questioning and obtain effective classroom questioning methods.

(2) Through the questionnaire survey of teachers and students, analyze the data, understand teachers' and students' knowledge and understanding of effective classroom questioning, and put forward the places where classroom questioning needs to be improved.

(3) Teachers obtain the principles and skills of effective classroom questioning by interviewing expert teachers.

Iv. research results and achievements

(1) Watch the classroom teaching records of math teachers and learn about classroom questioning.

I retrieved the classroom videos of two high-quality teachers in our school from the information group. One of the teachers has 16 years' teaching experience, is a provincial-level teaching expert, and has a first-class title (I might as well remember it as Teacher A). The other teacher is a senior teacher with 30 years' teaching experience. The content of teacher A's class is a new lesson, and teacher B shows students' exercises on two test questions, asking students to analyze the advantages and disadvantages of the solution and how to remedy it, and then the teacher comments and explains it. By recording all the questions asked by two people in class and comparing their similarities and differences, the following results are obtained:

1, the number of questions asked by the two teachers is different: Teacher A asks 50 questions in the class and Teacher B asks 34 questions;

2. Teacher A adopts the question-and-answer method in the whole class, while Teacher B chooses the question-and-answer method more.

3. The statements of individual questions in Teacher A's questions are not very clear, while the statements of Teacher B's questions are very clear;

4. Teacher A asked something like "Isn't it?" , "Right?" There are many mantras, and Teacher B also has a dialect similar to "Zanong".

5. Both teachers gave students proper time to think after asking questions;

6. Both teachers encourage students when they encounter difficulties in answering questions.

7. Teacher A uses questioning, persuasion and setting different levels of questions. Teacher b extends the understanding of students' answers;

8. The tone of the two teachers' questions is relatively friendly;

9. Both teachers asked more than a dozen students, and the number of boys and girls was equal;

10, both teachers' questions prompted students to think positively in the whole class;

1 1. When both teachers ask questions, they walk among the students, not above them, and there is a strong atmosphere of democracy and equality in the classroom;

(B) Senior high school math teachers classroom questioning questionnaire survey report

There are 15 questions in this questionnaire, among which 10 teachers (including senior teachers 1 name, 7 first-class teachers and 2 second-class teachers) are investigated, involving teachers' research on questions, the number of questions, the design and types of questions, the answers to questions, the evaluation and handling of students' answers, etc.

The findings are as follows:

Senior high school teachers have done some research on classroom questioning. Most teachers think it is appropriate to ask questions less than 25 times in a class. Most teachers "will consider students' age and psychological characteristics when designing problems", often "carefully weigh the wording" and often "pay attention to the cultivation of students' mathematical ability".

As for "when did you think of what questions to ask when preparing lessons and writing lesson plan design questions", it is rare to "write the questions to be asked in the lesson plan book". The most commonly used questions for teachers are "memory questions, reasoning questions and critical questions", while "creative questions and reactive questions" are rarely used. Most teachers think that "teachers should give students 3- 10 seconds to think after asking questions". Teachers "like the way students answer questions is to let students answer collectively and raise their hands to answer actively".

Teachers' preference in the process of asking questions is to "give students a proper waiting time after asking questions, during which teachers can remind them of their thinking methods or precautions". "When students have difficulty in answering questions, the general practice of teachers is to let him answer after being prompted". "Students usually don't ask their teachers more than five times in a class" (senior teachers choose no more than five times), and "teachers often use encouraging evaluation and judgmental evaluation to replace questions and criticisms". When there are questions that most students can't answer, the teacher will change the way of asking questions, lower the questions and prompt the students instead of telling the answers directly. "The main factors that affect the effect of teachers' questioning in class are the design and the way of teachers' questioning".

(C) the questionnaire survey report of students' questions in senior high school mathematics classroom.

This student questionnaire has fifteen questions, and it was implemented in a key class and an ordinary class in Grade One of No.85 Middle School in Xi. A total of 65,438+000 questionnaires were distributed, 50 in each class, and 94 were recovered, including 48 in key classes and 46 in ordinary classes. The findings are as follows:

(1) Students in key classes and ordinary classes often seriously think about the questions raised by teachers, but the proportion of students in key classes is obviously higher, but there are also very few students who never think about the questions raised by teachers, which deserves teachers' attention. What is worrying is that almost half of the students in ordinary classes occasionally seriously think about the questions raised by their teachers.

(2) In the teaching activities to attract students, students in key classes choose to think and answer teachers' questions, and discuss, answer and learn by themselves in class, while students in ordinary classes choose teachers' teaching more, which shows that students in key classes are active in learning, while students in ordinary classes are passive in accepting knowledge.

(3) (4) Both types of students think that the math teacher has given students enough time to answer questions, and students recognize the teaching method of asking questions in class.

(5) The two types of students think that raising hands to answer questions in class is only one third of their own exercise, and 29% students are not interested in raising hands to answer questions.

(6) When other students answer questions, students in key classes hold the attitude of learning from respondents and listening to teachers' corrections and summaries, while students in ordinary classes listen to teachers' corrections and summaries more and pay less attention to learning from their peers.

(7) Students in key classes are willing to ask questions to teachers at any time, while students in ordinary classes are more willing to ask questions to teachers at meetings.

(8) Students in key classes are more willing to answer questions that can only be answered after thinking, while students in ordinary classes are almost as willing to answer questions that can only be answered after thinking as questions of interest, indicating that students in key classes are more willing to challenge themselves, while students in ordinary classes are more interested in driving.

(9) Both types of students will not raise their hands to answer difficult and uncertain questions.

(10) No matter what kind of students ask questions in class, they choose to ask their classmates for help instead of teachers. The difference is that they choose their own students, and there are more key classes than ordinary classes, which shows that students in key classes are more independent and confident. At the same time, they tell teachers to encourage students to ask questions to teachers.

(1 1) In math class, students want to answer questions but are afraid or embarrassed to answer them, which shows that the democratic atmosphere in math class is not enough and the concept of new curriculum has not been fully established.

(12) (13) When students make mistakes, they prefer to continue to answer at the teacher's prompt. Students are deeply impressed by such questions.

(14) About 10% of the students in the class are positive responders to the teacher's questions in class, while the possible responders are often relatively fixed people, indicating that the teacher has not paid attention to all the students.

(15) In the math class, the time for asking and answering questions accounts for 30%-50%, or even more, occupying a lot of time.

(D) Summary of interviews with senior high school math expert teachers

Through interviews with senior high school math expert teachers in our school, the following conclusions are drawn:

1, the role of classroom teaching questions:

(1) Understanding learning situation, diagnosis and feedback

By asking questions, teachers can understand students' mastery of what they have learned and their learning status at that time, and make appropriate adjustments to the preset teaching contents, procedures and methods in time. At the same time, through the guidance and evaluation of teachers, students can also make timely adjustments.

(2) Inspire students to think and internalize what they have learned.

Putting forward valuable questions that can stimulate students' interest can greatly arouse students' cognitive conflicts, stimulate students' thirst for knowledge, stimulate students' positive thinking, divergent thinking or guess to optimize students' thinking quality, or deepen their understanding of what they have learned in distinguishing right from wrong.

(3) Attract students' attention

After the teacher asks questions, students will concentrate on thinking about the problem and find ways to solve it, and there will be no other behavior.

(4) Stimulate learning motivation

The teacher throws a question, and students are eager to solve it with new knowledge, which can stimulate students' learning motivation.

(5) Through teachers' questions and students' answers, we can increase mutual understanding between teachers and students, enhance mutual affection and create a good teaching atmosphere.

2, now the problems existing in the high school mathematics classroom questioning are:

(1) Ask questions aimlessly and follow your heart.

Classroom questioning should design targeted questions for a certain knowledge, so that students can explore the essence of things, and they can't cover all aspects regardless of priorities. It is necessary to design carefully and ask questions at will, so that students can't grasp the key points, thus affecting learning efficiency.

(2) Asking questions is not enlightening.

Like "Right?" "Really?" "okay?" Students can answer such questions without thinking, but they can't exercise their thinking and enlighten their wisdom at all.

(3) Asking inappropriate questions.

Confucius said, "If you don't get angry, you will get up. If you don't hurry, you will stop. If you don't stand, you will stand. If you don't do the opposite, you will never get back." Confucius said: "don't enlighten him until he tries to understand;" Don't inspire him until he knows it in his heart but can't express it perfectly. If he can't draw inferences from others, don't give him repeated examples. "So teachers should ask questions at the right time.

(4) Asking questions is too difficult, too big or unclear.

If students can't answer the teacher's questions, they don't know how to answer them, and such questions lose their value.

(5) After the questioner is appointed or asked, students have no time to think.

If you specify the question object, other students will not think seriously; If students are not given time to think, they will not play their due role in asking questions.

(6) No proper evaluation was given after asking questions.

If the teacher doesn't give students proper evaluation after asking questions, students may not know the result and have no positive psychological motivation.

3, the principle of high school mathematics classroom questioning is:

(1) The principle of scientificity and hierarchy of questions.

The content must be accurate, conform to the students' cognitive characteristics and level, and the answer must be within the students' ability. Ask questions from shallow to deep, interlocking,

(2) Heuristic principle of questioning guidance.

Elaborate questions, persuasion, appropriate instructions and guidance all inspire the embodiment of the principle of shape.

(3) the purpose principle

Questioning should serve teaching and have a clear purpose. You can't ask questions casually and aimlessly. Or introduce the new curriculum into the new curriculum, or cause students to argue, or cause students to think, or summarize, or seek new solutions, or connect different teaching links, and so on.

(4) The principle of appropriateness of questioning time.

Asking questions in students' doubts can give full play to the role of asking questions.

(5) The principle of fairness and motivation of questioners.

Ask questions to all students. When students have difficulty in answering questions, they should give priority to encouragement and don't dampen students' enthusiasm for learning mathematics.

(6) Ask questions and leave the divergence principle of conjecture.

If asking questions can create new questions or leave students something to think about after class, then the effect of asking questions will be maximized.

4. Senior high school math teacher's classroom questioning suggestions:

(1) Ask questions to stimulate students' interest in learning.

If the questions are novel and ingenious, break away from convention and stimulate students' interest, it will stimulate students' interest in learning and make them gain a great sense of accomplishment.

(2) Ask questions in class with reasonable difficulty and gradient.

If the problem is too difficult, students will lose confidence; This question is too difficult for students to answer. It is appropriate to satisfy students' current level and let them "bounce" together. The problem is gradient, and the problem is set at different levels to realize the final solution of the problem.

(3) Ask questions for all students, leave time after asking questions, and evaluate students in time after answering.

When asking questions, we should give consideration to both students and poor students. When the students answer, the teacher should be patient and not impatient. Timely evaluation can enable students to get timely feedback information.

(4) We should grasp the "quantity" of classroom questioning.

Oppose "full house irrigation" and disapprove of "full house questioning".

(5) Questioning in class should be an equal dialogue.

Teachers should pay attention to their own wording and tone when asking questions, have affinity, close the distance with students' hearts, and exchange ideas with students on an equal footing. If students are not satisfied with their answers, they should try their best to avoid verbal harm and neglect of attitude, be full of appreciation, and patiently listen to and accept students' different opinions.

5. Effective ways to ask questions in middle school math class.

(1) Teachers should study the skills of asking questions in class. When preparing lessons, we should carefully design questions, which should be purposeful, enlightening and generative, arouse students' cognitive conflicts or arouse students' positive thinking, consider students' cognitive level, control the difficulty and quantity of questions, not too big, not too small or too many, and express the questions clearly to avoid the randomness of asking questions.

(2) Ask questions for all students, ask questions in time, pay attention to the wording and tone of questions, establish an equal and democratic atmosphere in the classroom, and encourage students, teachers and students to ask questions from each other.

(3) Encourage all students to answer questions actively after asking questions, and set aside time for students. Pay attention to those students who are outside the question and give each student a chance to answer the question. Students who can't answer or can't answer questions should be prompted to encourage them to continue to answer. You can ask if you need it. Students should be evaluated in multiple ways.

Problems in verb (abbreviation of verb) and its improvement measures

Limited by time and the level of researchers, quantitative research and qualitative research have not been fully implemented. How to control the number of questions in a class, how to quantify them, how to design interlocking questions, and how to guide students after asking questions are all problems that need further study.