Discussion On The Validity Of Questioning In High School Biology Classroom

In recent years, the new biological curriculum reform puts forward new requirements tobiological teaching. How to embody dominant ideal "student centered development" inbiological classroom teaching, and how to make teaching and learning more efficient, havebecome the most important issues on the research of the subject. Classroom questioning alsoplays a vital role in the effective teaching in biological class. It has substantial benefits toimprove the efficiency of a biological class, to have important function of the feedback andregulation, incentive and participation, inspire and cultivate of the biological classroomteaching. On the other hand, there are some misunderstandings existing in the biologicalclassroom questioning. Therefore, it is imperative to explore the validity of the biologicalclassroom questioning under the background of new curriculum reform..In this paper, according to the theory of constructivism and the latest developments, theresearch, based on “QUILT” framework, using the research methods such as literature review,classroom observation, questionnaire investigation, case analysis, tries to investigate the currentsituation of biology classroom questioning in our school, find out the problems existing in it,discuss the classroom questioning effectiveness of basic principles in high school biologicalteaching including the meaning of effective biological classroom questioning, the type ofquestions, and the role of the biological classroom questioning as well as the principles ofeffective biological classroom questioning.In order to improve the effectiveness of biology teaching, teachers should follow certainprinciples of enlightening, practicality, gradation, comprehension, variety and accuracy, inaccordance with certain strategies to design and raise questions. The strategies contains payingattention to add interest to the problems raised, linking them to the real life, grasping the propertime to raise questions, progressively raising questions, controlling the difficulty of thequestions, closely attached to the teaching goal, a clear, and accurate expression, the integratedway of a variety of questions and so on. Through the teaching practice, it has proved that thesestrategies is significantly effective, which can improve the students’ learning enthusiasm,promotes the students’ mastery of knowledge. With the help of questioning, communicating and discussing the subject of the class, student can take proactive steps to acquire the knowledgeand skills, and experience the process and method of resolving problems. I hope this article canbring enlightenment and reference to the teaching profession.