A Study Of Classroom Questioning In Scientific Inquiry Teaching In Primary Schools

Primary Science is a core curriculum which purposes to train the scientific literacy of students, elementary science education is essential for the growth of pupils. Inquiry-based teaching is an important teaching method which is usually used in the classroom of primary science. Compared with the traditional way of teaching, inquiry-based teaching is more conducive to bring up the inquiry ability and scientific literacy of students. The classroom of primary science is vivid and lively. Classroom questioning is the core of science teacher. Inquiry-based teaching is closely conducted with the science teachers’ ability of classroom questioning. Therefore, science teachers’ questioning skills directly affects the reaching of inquiry-based teaching and the comprehensive development of pupils.Under the background of the new curriculum reform, it has particular theoretical and practical significance to research the scientific classroom questioning in inquiry-based teaching. It can not only provide direction for the reach of inquiry-based teaching and promote the overall development for students in the science classroom, but also provide practical advice for the specialized growth of the novice science teachers and help them to enhance the skills of classroom questioning and then improve the quality of teaching science class.In this paper, there are two research aspects include theoretical and empirical, first of all, it use the literature study to make a systematic analysis of the scholars’ research literature on inquiry-based teaching and classroom questioning in recent years. On the basis of synthesizing the opinions of various scholars and research findings and research literature, the author determine the research ideas, research object and research methods. Secondly, the author use the classroom observation and particular observation scale to observe and analyze the classroom questioning of the novice science teachers who is the researcher herself and proficient science teachers. Finally, the researcher use the method of comparative study to compare the classroom questioning situation of the novice and proficient science teachers, comparing the similarities and differences between the two and identifying the gaps between them, and then exploring the general rules of classroom questioning.The results shows that the proficient science teacher’s classroom questioning skills is more mature and perfect than novice science teacher, and the proficient science teachers’ classroom questioning is more conductive to improve the effect of inquiry-based teaching and the scientific literacy of pupils. Especially in terms of the purpose, the form and the level of classroom questioning and teachers choose the way to answer questions and the uncertainties of answers, proficient science teachers is more outstanding. However, both novice teacher and proficient teacher need to improve themselves in the regard of candidate and evaluation methods. In order to promote the effect of inquiry-based teaching and the growth of novice science teachers, the author make several recommendations with the contact of the actual teaching in primary science:(1)there must be carefully designed questions; (2)have a clear purpose question; (3)have a variety forms of questions; (4)pay attention to the high level of questions; (5)focus on the evaluation methods, more encouragement and less criticism.