A Study On Strengthening Students' Questioning In Junior Middle School Geography Class

Under the background of new curriculum reform, whether to meet the requirements of quality education of the students’ overall development, or the quality of teaching to enhance the need, all for the junior high school geography classroom learning effect more demanding.In addition to impart basic knowledge of geography and geographical skills outside, the junior middle school geography education must focus on the students’ all-round development and lifelong development, the compulsory education geography curriculum standard "and we present the implementation of the" full-time ordinary senior middle school geography teaching syllabus(experimental) repair book edition are clear requirements geographical subjects should develop students awareness of innovation, the development of students’ thinking ability, here thinking ability contains the student can accurately described their geographical point of view, discovery, and ability to ask questions.Students learn how to learn and master the ability of autonomous learning is the development of modern society for talent basic requirements, students in the geography classroom teacher to teach can exactly the right question is the autonomous learning ability of a reflection.However domestic versus foreign in the research on classroom questioning appeared many disadvantages, such as the object of study is not clear, do not have a breakdown in the junior and senior high school students, more research object is the tendency for teachers to students to ask questions; the lack of theoretical research foundation; research articles after the no practical application.Aiming at these problems, this paper mainly based on constructivism learning theory and metacognitive theory, as the research questionnaire survey,according to the results of the survey statistics, eventually the proposed strategies for improving students’ Questioning in classroom. This study mainly discussed from four aspects:In the first part, through consulting the relevant literature, this study is to understand the current domestic research status, and thus determine the research direction, the research content and the research significance. Select the two junior middle school in Shanghai as the research object, take the literature research method,the questionnaire survey research method, the geography classroom observation method and the interview method to formulate the technical route.The second part, for questioning, geography classroom questioning related concept discrimination, which belong to the category of research on classroom questioning, which does not belong to, the geography classroom questioning the concept of what is, what is the characteristics of it? Find out the theoretical basis of the study: the constructivist learning theory, the metacognition theory, and the respective viewpoints of the theory.The third part, according to made two copies of questionnaire research meaning and purpose to determine the research object after practical investigation, for survey data for statistical analysis and and find there are two main influencing factors of junior high school geography classroom questioning: factors of the students themselves, teachers, teaching factors.Each including the attitude and ability factor,the students themselves attitude factor including the inner not self-confident, fear criticism and ridicule, over reliance on the teacher, lack of geographic interest.The students ability factor includes the students lack the ability to organize and describe the problem, the weak in the specialty and so on.The attitude of the teacher is mainly about the students’ questioning of the students, and the material of superstition.The main factor of the teachers is teaching method single. The paper is based on the results of survey data to explain the origin and the classroom performance of these reasons.The fourth part, according to the third part of the impact of the junior students geography classroom questioning factors, proposed to strengthen the students geography classroom questions six strategies:(1) Overcome the fear of the junior students geography classroom questioning.(2) Improve the students’ questioning ability and quality in geography classroom in junior middle school students.(3) The teachers change the attitude of the students in geography class in junior middle school students.(4) The school and society how to play the junior middle school students’ geography classroom questioning evaluation for students’ motivation and guidance function.(5) The application of various junior middle school geography teaching methods to stimulate students’ geography classroom questions interest.(6) Teachers’ increase their professional depth and breadth to meet the students’ geography classroom questioning learning ability training...