【作者基本信息】 陕西师范大学， 课程与教学论（数学）， 2017， 硕士
【Abstract】 Classroom question has a long history as one important teaching method. Also it is frequently used by most teachers in the modern classroom. Through putting question, teachers can evaluate the student’s learning situation. Meanwhile, the classroom question can also lead the student to think deeply on the knowledge, enhance the classroom discipline and classroom management. With the developing of Course Innovation program, the more and more researcher of education and teachers find classroom questioning can also contribute in organizing classroom teaching lively and vividly, training the students with good learning manners and improving the learning efficientBy analysis the existing research on classroom questioning in China, I find most research work focused on the discussing the question putting skills and the analysis of questions, so that the conclusion is always general and broad. Therefore, in this thesis, I investigated the classroom questioning on primary mathematics education comprehensively and specifically. My work has extended the investigated subject from teachers to students。In the introductory part of the thesis, I discussed the title selection background. The Chapter 2 is about literature review in which I introduce the classroom questioning study in US, Japan and China and the shortcomings of these studies. The main part is Chapter 3 and 4. Chapter 3 is about the multi-dimensions analysis of primary mathematics class and Chapter 4 gives the advisement to primary mathematics class. The last part is chapter 5 to give a conclusion of this thesis.Through the literature reading, inspection of formal class teaching and online class teaching video, I make a multi-dimensional analysis on primary mathematics class to sort this study to three dimensions include dimension of subject, dimension of question, time dimension and spatial dimension for proposing question. Every dimension part will be discussed specifically. As to question subjects, it is clearly divided into questions from teachers and questions from student. As to the dimension of question, it consists of the sort of questioning and the effectiveness of different sort of questioning. The time and spatial dimension of questioning includes the study on the classroom questioning both from the time dimension and spatial dimension. The time dimension includes two aspects, one is the waiting time after the teacher putting the question and the other one is the time for student to answer the question. The spatial dimension part mainly discussed the relationship between the questioning and student seats in seedling bed type classroom.In this thesis, I try to study the primary mathematics class questioning more deeply and specifically. Also, in the suggestive part 1 propose some advisement based on my analysis on advantages and disadvantages of primary mathematics class questioning in China. These suggestion includes the teachers should respect the student as the subject of questions. The teacher should be able to put different sorts of questions, and the teachers should take the equality into consideration when put a question. These suggestions can help primary mathematics class to get better education results. The students would not just learn knowledge, but also get inspiration in mathematics and get trained in conscious of question.At last, in the part of introspection and expectation of primary mathematics classroom questioning, I give a conclusion to extract some disadvantages and shortcomings in primary mathematics classroom questioning. However, with the progress of Course Innovation program, my study forecast the high improvement and elevation the teachers and students may achieve in the classroom questioning activity to construct a harmonious class education, which may be a preparation for the following studies.
【Key words】 primary mathematics education； classroom questioning； multi-dimensional analysis； education advisement；
- 【网络出版投稿人】 陕西师范大学