The Comparative Research On Questioning In Class Between Expert And Novice Geography Teachers In Senior High School

The level of questioning has direct influence on teaching quality and efficiency in the process of teaching. As geography teachers, it is very important to be good at asking questions, guide students to solve problems and stimulate students'enthusiasm so as to improve teaching effectiveness in the teaching process. How to transform novice teachers into expert teachers, in particular, is especially important for the professional growth of teachers.The study is firstly carried out through questionnaires which include the preparation of questions of expert teachers and novice teachers before class, the building of questions of classroom lessons in class as well as reflection after class. Then through classroom observation in the authentic teaching situation, the investigator analyzes the real classroom from the perspectives of the types of questions, waiting time after questions and the teacher's feedback on questions, makes a comparison between a professional geography teacher and a novice geography teacher in classroom questioning in senior high school, and explores the differences between the two types of teachers in classroom questioning.The results of the questionnaires are as follows:(1) Preparing questions before class. The expert geography teachers in senior high school have stronger awareness of the questions and are good at setting questions according to students'cognitive level, which make the implementation of three-dimensional targets more effective. However, though the novice geography teachers in senior high school also have awareness of problems, it is still difficult for them to guide teaching behavior. They prefer to overemphasize goals of knowledge and skills. (2) Building questions of classroom lessons in class. The expert geography teachers fully consider students' zone of proximal development when questioning so as to develop students thinking ability, so they are more likely to raise questions which are valuable and worth thinking. Besides, they attach great importance to the feedback on students. While on the other hand, the novice teachers tend to ignore giving feedback to students and are accustomed to designing questions from their own perspective. (3) Reflection on questions of classroom after class. The expert teachers have considered reflection after class as a kind of habit and deem it necessary, while the novice teachers haven't been fully aware of the importance of after-school reflection in improving classroom teaching.The results of classroom observation are as follows:(1) Types of questions. The expert teacher proposes more questions of high cognitive level than low cognitive level in class, while the novice teacher is just the opposite. (2) Waiting time after asking questions. The expert teacher can make the average waiting time longer and strive to take care of the whole students on arrangement of thinking time, while the novice teacher often lacks patience. (3) Teacher's feedback on questions. The expert teacher can give students effective feedback in time. Even when the expert teacher faces false answers, he can also guide students to the process of feedback. On the contrary, when the novice teacher faces false answers, he lacks patience and could not find appropriate solutions.In sum, the expert geography teachers in senior high school are more effective to propose questions than the novice geography teachers. As for the novice teachers, in order to reduce the growth cycle from the novice teachers to expert teachers, they need to learn more and improve their professional quality,so as to improve quality and efficiency of questioning in class.