Effective Questioning: For The Development Of Students' Thinking

Teaching practice at home and abroad agreed that question is the most common teaching behaviors in the teaching process. From 20th century till now, scholars from home and abroad carried out a lot of effective research towards classroom questioning. While in China, the research is mainly focus on the single observation and theory of classroom questioning, which is lack of relationships between questioning and students' thinking and learning, as well as its improvement research. From the view of promoting the development of student thinking, making a questionnaire for students, an interview outline for teachers and Cognitive Question and Questioning Observation Form. After comprehending current classroom question situation amply,cooperative research is conducted with a math teacher.Three studies show that the main purpose of classroom questioning is completing the teaching task, rather than the development of student thinking. Based on the results, the thesis establishes four kinds of topics which are related to the development of students' thought:the problems requiring high-level thinking, encouraging more students to participate in think deeply, teacher feedback, and the assessment tool of students' thinking.In order to analyze the relationship between classroom questioning and students' thought, this graduation thesis selects two research topics which are "Wait Time" and "Student Questioning" to improve classroom question. The results show that extending wait time reasonably is in favor of student thinking. And under the read items'guidance, students can ask questions on their own, which is the standard definition for students' thought.Based on cooperative research and other classroom observation, the thesis analyzes connotations of high-quality problem:clear logical order, Zone of Proximal Development which is associated with student knowledge and clear focal point of content. It also summarizes the effective "questioning" strategy:asking questions according to the order of designed questions, clear statement of the problem, specifying the way of thinking, giving appropriate time to students, and reasonable choice to students. Furthermore, the thesis summarizes the effective feedback strategy: recognition and praise of the right questions, reasonable guide and correct for the wrong problems, and fully examining of incomplete answers. In addition, teachers should take various measures, such as to provide context and to create a harmonious classroom atmosphere to encourage students to ask questions.On the basis of summarizing the research and reflecting on my own thoughts, the paper points out two characters of classroom question, which are "not affect the general situation" and "hidden but beautiful spot". The last part of this paper presents five concrete proposals for research improvement, which are "focusing on how to solve the problem requiring higher level of thinking", "broadening the scope of experimental study", "how to encourage student to questioning", "developing student thinking rating scale" and "the relationship between question behavior and non-question behavior".