Research On The Effectiveness Of Chemistry Teacher Classroom Questioning In Junior High School

It is an inevitable trend of the research of chemistry classroom teaching that the research is gradually moving towards refinement.Through the analysis of a large number of chemical classroom teaching content structure and the systematic observation of classroom teaching,it is not difficult to find that many efficient teaching activities that lead to higher levels of autonomous learning begin with asking questions.Therefore,the research on the effectiveness of question behavior is the basis and key of the research on the effectiveness of the teaching behavior.However,the current research on the effectiveness of classroom questioning is superficial and subjective,which has little significance for the teaching practice.This study will go deep into the classroom teaching structure,explore the method of characterization of the effectiveness of the questioning behavior,and develop practical evaluation tools to guide the teaching practice.This research mainly includes the following aspects:Firstly,the determination of the evaluation index of the effectiveness of questions in the chemistry class in junior high school.By referring to domestic and foreign literatures,classroom observation,teaching theory experts and frontline teaching experts interviews,student interviews and other means,we extracted the factors that affect the effectiveness of chemistry class questions,and then transformed them into evaluation index and the initial evaluation scale.Secondly,the qualitative characterization of the effectiveness of questions in chemistry class in junior high school.Select enough representative samples,score the selected courses,and use SPSS22.0 software for item analysis,exploratory factor analysis,confirmatory factor analysis,the reliability and validity test,to construct the evaluation scale of the effectiveness of chemistry classroom questionon the basis of optimizing the initial scale.Thirdly,the quantitative characterization of the effectiveness of questions in chemistry class in junior high school.On the basis of the qualitative characterization of the effectiveness of questions in the chemistry class,a linear regression equation was obtained by multivariate statistical analysis:IBCQ?the quality of classroom questioning?=0.389Q₁?question design?+0.146Q₂?question representation?+0.153Q₃?student engagement?+0.323Q₄?Problem suggestion?-0.082,to construct quantitative characterization model of the effectiveness of questions in chemistry class.Fourth,the level characterization of the effectiveness of questions in chemistry class in junior high school.Through the SPSS 22.0 software,the data were clustered and discriminant analysis,and the level of effectiveness of the class questions was divided.Based on the qualitative and quantitative characterization,a horizontal characterization model of classroom questioning was constructed.Fifth,a comparative study of the effectiveness of questions in chemistry class in junior high school.Using the above evaluation tool for comparing different teaching forms,teachers of different maturity,different teaching contents lesson,analysis and evaluation of the effectiveness of questions,found significant differences between the novice teacher and proficient teacher.Sixth,the improvement of the effectiveness of questions in chemistry class in junior high school.We selected the first-line novice teacher as the research object,applied the above research results to guide and intervene the effectiveness of the teacher's classroom questioning,and improves the implementation quality of the novice teacher's junior high school chemistry class question's effectiveness through the action research,and verified the effectiveness of the tool in the process.