A Study On Teacher 's Questioning Behavior In Physics Teaching In Senior High School

Asking questions is one of the most important activities in the teaching and learning of physics. This paper reference scale of the level of question of other studies, several factors that influence teacher’s questioning in classroom were selected through literature review, qualified videos were chosen as the subjects. By watching these video materials repeatedly, every teacher’s questions were transcribed into text, and then, the survey was developed for teacher questioning behavior scale of secondary school physics. With this video analysis method in physics teaching of 16 physical concept lessons, it can be concluded for the dimensions of the characteristics of classroom questioning in summary.1. In the number of low-level problem, the comprehensive problem is more. Teacher’s question is no longer recall simple knowledge, focus on developing student’s thinking. But In the number of high-level problem, the evaluative problem is low.2. At all stages of physics concept teaching, the teachers’ question types of design also has certain regularity. In introducing the concept stage "memory type " larger proportion of the problem; in concept formation stage tend to choose "understanding type " problem; more common in the conceptual design phase to consolidate applications " applied " problem.3. In terms of waiting time, we found that as the higher cognitive level, the teacher will increase the average waiting time.4. Most teachers select the "individual" or "all the students" answer questions, but in "creative question" teachers more like choose the team representatives to answer questions. And the conclusion that between question types and response object is a significant correlation.5. The teacher feedback is very easy, but found that the higher the question type of cognitive level, teachers’ feedback tend to be more diversified and complicated.According to the relevant conclusion, for the improvement of classroom question ability of novice teachers, we put forward the following suggestions:focus on key and difficult point, make a reasonable set of question type; control the number of questions and the waiting time; focus on the type of question, choice the direction of classroom questioning appropriately; improving the classroom teaching questions actively, increase the kinds of teacher feedback.