Study Of The Art Of Guiding Students To Bring Up Questions In Class

The goal of quality-oriented education is to develop the students' ability of innovation and practice. Being able to bring up questions in learning is itself a kind of creative learning. However, a survey of the classroom teaching in primary and middle schools put us in such a reality : The classroom teaching model currently adopted by most biology teachers is " questions by teachers - answers by students - more questions -answers", under which the teacher is the only one who get the patent to ask questions in class while the students are in a learning state where they just answers questions passively with hardly any chance to put up their own questions. This is so abnormal a phenomenon which does no good to bring the subjectivity of the students into full play that it arouses our thinking and care. Bringing up questions is the presupposition of problem-solving as the success of learning comes from doubts, with little doubt leading to little progress, much doubt much progress and of course no doubt no progress. But the questions by the teacher or in books can't take the place of the questions by the students, therefore , when a student is asked to study what he thinks is not his own questions , the result is usually not satisfactory for lack of motives and interest . Since the students have got used to depending largely on their teacher instead of studying with doubts in an active manner, it is extremely urgent to develop the question awareness of the students. This paper makes by way of questionnaires, talks, interviews, class visiting and contrastive analyses an initial investigation and research into the tendency of class questioning, factors in class questioning and the art of guiding the students to bring up questions in class , with the purpose of changing the traditional teaching model and giving free rein to the students' consciousness, initiative and creativity in their biology study.