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

With the deep research on teachers,teacher's professional improvement is receiving more attention from educational circles and society.The comparative research between expert and novice teachers is an important part of teachers improvement research.At present,The comparative research between expert and novice teachers has made a little achievement and has made progress on mastering the rules of teachers improvement.Questioning in class is the important part of physics teaching,and can enhance the communication between teachers and students each other, help students to understand physical phenomena,conception and rules.Therefore,the research focuses on expert teachers and novice teachers in senior high school to fred out the differences from questioning in class,which can be the reference for the novice teachers' professional growing up.The dissertation mainly works on the following parts:(1)With the analysis of the current research on expert and novice teachers,making the review of the related questioning in class research.(2)Through literature research,classroom observation and interview,making observation reference list of questioning in class from physical teachers in senior high school.(3)According to observation reference list of questioning in class from physical teachers in senior high school, analysing the typical case of questioning in class between expert physics teachers and novice physics teachers.(4)Based on the analysis of literature and observation of class teaching, investigating the question from literature research and typical case analysis.Based on the above-mentioned research,the following conclusion can be drawn as:(1) There are differences in design of questions.Questions from expert teachers are clear, simple,matching with students' cognitive level,and involving the physical methods;questions from novice teachers are too much,without order,randomly,not matching with students' cognitive level,and having less physical methods.(2) There are differences in choice of physical situation.Expert teachers try their best to choose physical situation that press close to students' real life,present them with various ways,and are good at abstracting physics question related to the teaching target from situation;novice teachers can get more teaching resource from many different sources,some physical situation is novel but not felicitous,they lack the ability of abstracting physics question from physical situation.(3) Response to the students answer to the questions are-different.The expert teachers would predict the students' answer to the questions,then enquire the students' particular ideas to the questions,and ask new questions at the same time according to the students' reply,they pay attention to cultivate students' logic ideation,offer chance for different individual and help all students make progress totally;novice teachers hardly predict what answer students would have, they usually would give the right answers of questions after students made the mistake,hardly enquire the students' detailed ideas,and seldom bring forward more new questions according to the students reply to the questions,they pay attention on whether they have explained clearly and whether their teaching proceed smoothly.