| Questioning as an effective teaching behavior, since ancient times by Chinese and foreign scholars attach great importance to research. Teachers'good questions allow students to develop thinking skills and problem solving skills. And the students in the classroom are always in a state of active exploration. Therefore I question the optimization of classroom action research carried out for the title.This article is divided into six parts. The first part of the research is the background and the purpose of significance.The second part discusses the issue of the status. The first analysis of Eastern and Western societies on the status of classroom study questions, and then explained the need to carry out the research.The third part of the research is to start questioning the theory. The type and function of the questions were in order, and describes the action research.The fourth part is the optimization of junior high school chemistry classroom questioning strategies of empirical research. Two-pronged approach:The first part is to optimize the questioning strategies of teachers, from question design, question difficulty, question time, the question gradient, the problem management point of view are described in five ways. The second part is to develop the ability of students of asking questions. The author outlines the factors of constraining students to ask questions and make effort to find a right way to develop students' ability of asking questions.The fifth part is to optimize the case of junior high school chemistry classroom questioning and thinking. It concludes case study and analysis, survey results and analysis, surveys, and survey analysis.Partâ…¥is to reflect-on and proposals. Through the optimization of junior high school chemistry classroom action research question, I believe that optimization of junior high school chemistry classrooms to ask questions, is not only necessary but also feasible. Meanwhile the study also points out the existing shortcomings. |
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