Research On The Classroom Questioning Behavior Comprising The Novice High School Physics Teachers With The Expert Ones

From the perspective of classroom questioning behavior, this thesis studied three novice physics teachers and three expert ones from a key high school in Xinxiang, Henan. The classroom questioning behaviors about the high school physics novice and expert teachers are compared using classroom observation and interviews throughout our research. With research on questioning behaviors in lessons and on novice and expert teachers from literature review, through the classroom observation of the high school physics novice and expert teachers' classroom questioning behavior, after the analysis of many aspects on classroom questioning behavior, the author found that, within high school physics teaching, there are some eight different aspects between novice teachers and expert teachers: the thinking levels of classroom questioning,the objects of classroom questioning, the direction of classroom questioning, the clarity of question in class ,the waiting-time between asking and answering, the quality of answer in class, the feedback of the teachers and the number of questions in class, etc.For the thinking levels of classroom questioning, our research demonstrates that the novice high school physics teachers tend to test students' knowledge memory. Their questions in class are mostly in low level of thinking. For comparison, the classroom questioning of the expert high school physics teachers contain knowledge, application, analysis, synthesis, and evaluation, involving various distribution of thinking level. For the objects of classroom questioning, the novice high school physics teachers prefer to question all students and give the answer themselves. On the contrary, the expert high school physics teachers are inclined to question individual students and wait them to think and answer. For the direction of classroom questioning, comparing the novice high school physics teachers with the expert high school physics expert teachers, the proportion of giving the questions before designating student to answer is slightly higher for the former. For the clarity of question in class, the novice teachers' expression need to be improved before catching up with the expert ones. For the waiting-time between asking and answering, the novice high school physics teachers usually wait about less than three seconds. While the expert teachers wait about three to ten seconds. For the quality of answer in class, the novice high school physics teachers prefer to design the questions that the students can answer accurately and fluently, for instance, the content the students are skilled in. While the expert ones are inclined to design the questions that students can answer before a short thinking, for example, the questions that are a little higher than the students' knowledge level, but the students can give answers for their efforts. For the feedback of the teachers, the novice high school physics teachers like to use "right" or "wrong" to evaluate the students' answers. Unlike the novice teachers, the expert ones usually give targeted evaluation to the students' answers, encourage and praise them. For the number of questions in class, the novice teachers mostly ask more questions than expert teachers.I hope that this research can contribute to novice teachers'classroom questioning designing, training on students in high normal universities and novice teachers'training on the job on theoretical level.