摘要提问是中学课堂中的主要教学活动之一。课堂提问行为是沟通教师、教材和学生的桥梁。 开展数学教师课堂提问行为的研究对于中学数学课堂教学改革有着十分重要的意义与价值。

本文在借鉴了国内外新手教师和优秀教师教学行为的基础上，聚焦于初中数学几何课堂 提问行为，以《1。3 平行线的判定》这一节课作为研究课程，选取了新手教师和优秀教师， 采取同课异构的形式上课并进行视频拍摄。利用编码表对课堂视频进行实录分析和编码记 录，利用编码表进行三个维度的研究，研究的主要内容和研究结果如下：88444

1。通过不同提问类型的数量差异、时间差异两个维度研究新手教师和优秀教师的几何课 堂提问行为。在数量上，新手教师和优秀教师的提示性提问和评价性提问多，重复性提问数 量少。在时间上，新手教师提示性提问用时较多，优秀教师评价性提问用时最多。

2。结合命题课的理论研究，以“获得命题”、“证明命题”和“应用命题”三个子纬度 对课堂提问进行研究。“获得命题”阶段提示性提问多，“应用命题”阶段评价性提问多。

3。结合几何思维水平的理论研究，以五个阶段，分别为“信息”，“定向”，“解释”， “自由定位”和“整合”五个子维度对本节课产生的提问进行研究。两位教师在自由定位环 节提问较多，以评价性提问为主。

结合上述结论，针对新手教师的课堂提问提出以下的建议： 1。在提问形式上增加提示性提问和评价性提问内容；

2。抓住课堂知识点，立足学生进行提问；

3。获得命题环节多采取发生式，应用命题环节采取直接和变式结合；

4。增加定向指导环节和整合环节的提问行为。

ABSTRACT Questioning is one of the main teaching activities in  middle school。Classroom questioning is one of the main media for teachers, teaching materials and students。

It is of great significance for the study of the mathematics  classroom teaching reform in mathematics classroom。

In this paper, based on the domestic and foreign new teachers and excellent teachers' teaching behavior, we focus on the problem of classroom  questioning，

taking the course of "parallel lines" as the research course,selecting the novice teachers and excellent teachers, take the same class in the form of heterogeneous classes and video shooting ， using the coding table to analyze and record the

classroom video, three dimensions of research。 The main contents and results are as follows:

1。 Through the two dimensions of the number and time of different types of questions, this paper studies the geometry classroom questioning behavior of novice teachers and excellent teachers。In quantity, the number of novice teachers and excellent teachers is much more than that of the prompt questions and the evaluative questions。 The novice teachers have more time to ask the prompt questions, and the best teachers use the most of the evaluative questions。

2。 Combined with the theoretical research of the proposition, we  use the three sub dimensions of "obtaining proposition", "proving proposition" and "applying proposition" to study the classroom questioning。 In the stage of obtaining the proposition, the number of suggestive questions。 In the stage of applied proposition, there are many evaluative questions。

3。 Combined with the theoretical research on the level of geometric thinking, this paper makes a study of the questions arising from the five sub dimensions of "information", "orientation", "explanation", "free orientation" and "integration"。 There are a lot of problems of the two teachers in the free position, in which the evaluation questions。