Investigation On The Actuality Of Questioning The Questioning Of Physics Class In Senior Middle School And The Countermeasures

The dominant position of the students in the classroom is stressed in the new round of curriculum reform in China. To achieve common development of teachers and students, the curriculum reform also emphasizes teachers should pay attention to the interaction with the students during the teaching process. Questioning is a basic way in which teachers interact with students in the usual teaching process. Effective questioning can not only stimulate students’ learning enthusiasm, active classroom atmosphere, but also help to achieve the teaching goal, so the role of questioning cannot be underestimated in teaching.The effect of questioning influnces the result of classroom teaching, but now in China, there are many inefficient or invalid questiones asked by teachers in most physics classroom of high school, therefore, it is meaningful to investigate the validity of questioning on senior high school physics classroom and research its countermeasure.The author read lots of books and documents which associated with this study and extract some valuable materials for the research. The author got an insight into the depth of questioning research both in China and other countries through sorting out resources, and came to the definition and theoretical of the validity of questioning. On these bases, the evaluation criteria of effectiveness questioning in high school physics classroom is made, and conducted a survey on the teachers and students who come from Changji No.2 middle school in Xinjiang. This paper mainly studies the effectiveness of questioning in senior high school in the present which by viewing the actual teaching and the collected information of questionnaire. The results of the survey find the causes of less validity of questioning in high school physics classroom are mainly in the following five aspects:(1) the poor performance of students’ initiative in physics classroom; (2) the physic teachers ignore the tone and attitude of questioning; (3)some teachers do not make feedback and evaluation to the students timely; (4) some teachers do not pay much attention to questioning in class; (5) the teachers do not understande the effectiveness of questioning very well. In view of the above problems of the study, the author puts forward the following strategies:1. To make the teaching evaluation mode diversified.2. To adjust the teaching arrangement of physics.3. The physics teachers should learn the knowledge of education and teaching through various ways.4. The physics teachers should grasp the skills of questioning, for example:(1) The questions should have a purpose.(2) The questions should be reasonable.(3) The questions should be asked in the right time.(4) The problems should be geared to the needs of each student.(5) The physics teachers should make feedback to the questions which asked by students.After put forward relevant strategies, I do a case study on an excellent lesson in physics teaching plans of high school. Classroom questioning in this class are analyzed on the basis of the evaluation criteria of effectiveness questioning, and compared with the actual physical classroom questioning. In the last part, I summarize the results and the limitations of this study.