A Study On The Questioning Of Geography Class In Senior High School Under The Conception Of Dialogue

Geography as a basic course, bears the state of the education, the important task of crisis education, quality education and high school geography education. Besides high school geography education constantly provides qualified talents for colleges and universities. So the high school geography curriculum is significant to middle school students. At the same time, the high school geography has own discipline characteristics: abstract, comprehensive, extensity, so it asks the students to explore and think, and thinking is because of a problem. High school geography classroom is an important place to master the knowledge of geography for students, questioning has become one of the important behaviors in the classroom. Therefore, On the basis of the high school geography classroom dialogue with its own characteristics and high school geography characteristics, by using the theory of dialogue and the results of the other subjects, the research focuses on questioning in senior middle school geography class from the perspective of dialogue, the research finds that under the concept of dialogue of high school geography classroom questions is different from the traditional high school geography classroom questioning. Therefore, we should use the concept of dialogue to reflect on the behavior of high school geography classroom questioning, to improve the efficiency of high school geography classroom questioning.This paper is the main content of the concept of dialogue and Martin Buber’s philosophy of dialogue theory, the theory of communicative action, Humanism learning theory, subject education theory, the high school geography classroom dialogue under the meaning of education characteristics and the concept of dialogue classroom questioning of the high school geography characteristics were summarized; This paper gives a good overview of the domestic and foreign research status of geography classroom questioning. The subject of the questionnaire is the first high school of Xiangcheng city in Henan Province, the questionnaire is divided into student questionnaire and teacher questionnaire. Questionnaires are290in the two grades, and effective questionnaires are280. At the same time, the teacher questionnaire was administered to12geography teachers. And the use of descriptive statistics on the student questionnaire and teacher questionnaire and analysis, drawing the following conclusions:(1)Because of geography itself interesting and teachers own charm, the majority of students are fond of high school geography, but they are not fully aware of the importance of classroom questioning.(2)The enthusiasm of students to answer questions is low, the main reason is that the problem is too difficult, psychological problems and students have no idea(3)The students liking question types and types of teacher questioning are quite different, the students like understanding and application problems. Types of memory questions are more than understanding and application.(4)The students liking the way of answering question is that many students answer the questions together instead of only one. Lack of communication and lack of dialogue consciousness are between teachers and students.(5)Only2.9%of the students often take the initiative to ask questions, and many students do not want to or do not to how to ask. Curiosity and a sense of achievement are the main motivation of students to ask questions.(6) For teachers, middle school geography teachers are lack of understanding of the concept of dialogue, teacher’s questioning consciousness and the behavior of questioning do not match, the teachers did not reflect deeply on the classroom questioning.According to results of the survey, I discuss the implementation of high school geography classroom questions under the philosophy of dialogue:(1)The level of teachers:taking efforts to form teaching view under the concept of dialogue; improving teachers’ professional development level; improving the reflective consciousness of classroom questioning behaviors.(2)The level of students:in order to make the students have the confidence to raise questions by establishing equal and democratic relationship between teachers and students; teachers can create situations of problem to stimulate the students ask; teachers should make the students master the way of questioning.(3)Aspects of the relationship between teachers and students:making full use of the power of the network, to construct the relationship between teachers and students; strengthening educational management model, to provide security; combining with external dialogue relationship between teachers and students, to construct relationship between teachers and students and create a social atmosphere. (4)Aspects of problems:problems in the design to be effective and enforceable; the design of problems should conform to the students’ cognitive structure; the way of wondering should be open and change the way of teaching;(5)Aspects of environment:Creating a temporal and spatial environment of dialogue; Creating a favorable psychological environment of dialogue.