The Research On The Strategy Of Questions In Middle School's Physics Class

Classroom teaching has always been the focus of attention,in the new curriculum reform the teaching way's transformation causes the classroom instruction even more to receive takes seriously.Questioning in class as the most common teaching methods,have also been a great deal of concern.Proper questioning in class not only can consolidate knowledge,arouse students studying interest,inspirate students thinking,develop the students' mental ability and oral communication skills,promote students cognition structure,but also can use the dialog between teacher and student,student and student to find out and solve the problems creatively,this exactly is the target needed to reach by physics teaching.However,in the real physics classroom teaching,when asking questions,there exists certain problem and misses area.For example,problem degree of difficulty is not appropriative,the design not precise,the distributing not wide and inadequate feedback is not appropriative,all more or less appear in middle school physics classroom.As time goes by,the student is unwilling to respond to a classroom questioning,the teacher appears from the phenomenon saying self words.As a result,surveying and studying the middle school physics classroom questioning,developing the merit and improving the deficiency, has important significance to improve the quality of teaching physics.This research is in the investigation middle school physics classroom inquiry present situation foundation,in view of physical classroom inquiry existence question,under correlation theories instruction,proposes the physical classroom inquiry five strategies:(1) Design question strategy(2) Asks a question strategy(3) Leads strategy of the answers (4) Discussion's strategy(5) Feedback strategy。This research expectation can provide the practice instruction for teaching teachers.