We are now living in an era of big data. From the perspective of data analysis of classroom questioning, the paper chooses three districts in City B that have significant differences. These are educationally developed District D, less developed District F, and developing District M. The study uses the stratified sampling method to choose from three different groups of teachers, namely novice teachers, competent teachers, and experienced teachers, by way of video case analysis, the Item Response Theory (IRT) model method, and the inductive and deductive method, to analyze the characteristics of teachers’ classroom questions. It was found that: (1) In terms of open questioning, all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers. In middle schools, novice teachers’ open questioning tendency is significantly lower than that of qualified and experienced teachers; (2) From the quantitative study of three kinds of tendencies, the lowest level of the three tendencies in the classroom questions is problem-solving; (3) In the three districts, the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions, while in the middle schools, novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions. The results of the big data analysis enable us to draw a conclusion about teachers’ value orientation regarding questioning in class. At present, they pay attention to the local value of classroom questioning, but ignore the overall value; pay attention to the instrumental value of classroom questioning, but ignore the objective value; and pay attention to the superficial value of classroom questions, but ignore the underlying value.

中文翻译：

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大数据视角下的课堂提问倾向

我们现在生活在一个大数据时代。从课堂提问数据分析的角度，本文选取B市三个差异显着的区。这些是教育发达的 D 区、欠发达的 F 区和发展中的 M 区。 本研究采用分层抽样方法，通过视频案例分析，从三个不同的教师群体中进行选择，即新手教师、合格教师和经验丰富的教师，项目反应理论（IRT）模型方法，以及归纳和演绎方法，来分析教师课堂问题的特征。结果发现：（1）在开放提问方面，三个教育发展水平不同的地区都需要提高有经验的小学教师的开放提问水平。在中学，新手教师的开放性提问倾向明显低于合格和有经验的教师；(2)从三种倾向的定量研究来看，课堂试题中三种倾向的最低层次是解决问题；(3)在三区中，发展中地区经验丰富、合格的小学教师在提出批判性和创造性问题方面具有突出优势，而在中学，新手教师在提出问题方面的水平普遍低于合格和经验丰富的教师。批判性和创造性的问题。大数据分析的结果使我们能够得出关于教师课堂提问的价值取向的结论。目前，他们关注课堂提问的本土价值，但忽略整体价值；重视课堂提问的工具价值，忽视客观价值；关注课堂问题的表面价值，而忽视潜在价值。