A Study On Junior Middle School Teachers 'Guidance To Students' Classroom Questioning

One goal of the new round of curriculum reform is to develop students’innovative spirit and practical ability, and students’ classroom questioningbehavior is a form of students’ innovative spirit and practical ability to show,promoting students’ learning great. This study hopes teachers to adopteffective strategies to promote students’ classroom questioning, so that morestudents can ask questions in the classroom, thus develop students’ innovativespirit and practical ability.This research uses literature analysis, questionnaire survey andclassroom observation to study strategies how the junior high school teacherspromote students" classroom questioning. By classroom observation authorknows the questions raised by the students in the classroom and teachers’response to questions. On this basis, the author prepare the junior high schoolclassroom questioning questionnaire，through the analysis of the junior highschool students questionnaire, find situations that junior high school studentsask questions in the classroom is not optimistic: fewer problems on the student;when students encounter a problem in class, they do not want to seek help forteacher actively; questions arising from the students in the classroom is fromthe questions in class and homework mainly; the awareness of students’classroom questioning is not enough; the ability of students’ classroomquestioning is poor and teachers do not pay attention to cultivate student’sability of classroom questioning; teachers create opportunities and time forstudents to classroom questioning rarely. Through access to relevantinformation and analysis of the survey results, the author presents the mainfactor to consider that students’ classroom questioning under the guidance ofteachers: the students factors: students’ learning motivation, students’classroom questioning mental, students’ mindset barriers, students’questioning ability，students’ knowledge and information, students’ ability toevaluate the question; the teachers factor: teachers’ teaching ideas and teaching methods’, teachers’ teaching authority, teachers response tostudents’ classroom questioning, teachers evaluation of student questions.With the support of the above research, the author put forward thestrategies of the junior high school teachers to promote students’ classroomquestioning: stimulate students’ motivation to ask questions, includestimulating students’ desire to ask questions, creating opportunities forstudents to produce successful experience, organizing students to carry outclassroom questioning competition, help students understand the value ofclassroom questioning, organizing students to carry out discussion timely;optimize the teaching environment to eliminate psychological barirers ofstudents’ classroom questioning, include eliminating students’ psychological ofafraid teachers’ ridicule and criticism after they ask questions, eliminatingstudents’ psychological of afraid classmates’ ridicule after they ask questions,eliminating students’ classroom questioning herd mentality, eliminatingstudents’ classroom questioning opposition mental; change themisconceptions of students’ classroom questioning, include changing students’misconceptions of teachers’ teaching authoirty’, changing studentsmisconceptions that classroom questioning has nothing to do with himself,changing students’ misconceptions that students’ classroom questioning willwaste teaching time; create problem situations, include pay attention to theorderliness of the problem situation, creating vairant problem situation,creating real problem situation, creating problem situation need to apply a lot ofknowledge; improve the students’ ability of classroom questioning,includedeveloping the students’ ability of reflection’, developing the students ability ofcomparison, developing the students’ ability of observation, teaching studentsquestioning techniques, teaching students questioning method; useassessment to motivate students’ classroom questioning, include real-timeevaluation of students’ classroom questioning, setting asked panels in theclassroom, adding students’ classroom questioning situations to the students’process evaluation system.