The Relationship Betwween The Level Of Asking Questions And Learning Performance For High School Students In Learning Chemistry

The skills of asking high-level questions is the source of creativity, too much attention paid to the current academic performance of students, while ignoring the level of training students to ask questions and considering students asking questions not related to levels of academic achievement.The purposeof this paper is to study the correlation of the skills of asking high-level question with the current academic performance in students high school chemistry study.Through the experiment of 93 students in high school science class in Senior Two in one high school, investigated the scene of chemical materials science.Through the statistical analysis,interview survey, concluded:(1) High school students learn chemistry raised little high level questions, on average, most students can raise no more than one a high level of question.(2) In high school chemistry learning,the skills of asking questions and their academic achievement levels of P < 0.01 level in a significant positive correlation (r = 0.284, P<0.01).(3) In the total number of questions, the total number of question and the academic achievement of girls of P <0.05 level a significantly correlated (r = 0.330, P<0.05), while the total number of boys question and academic achievement a not significant (r = 0.224, P>0.05); on the level of the issues raised, the number of high-level questions raised by female correlation with academic achievement was weak and not significant (r = 0.183, P>0.05), while the number of boys raised the issue with high levels and academic achievement in P <0.01 level of photogenic significant relationship (r = 0.380, P<0.01,). The level of boys asking questions and their academic achievement related obviously, the level of female students to ask questions related to their academic performance is not obvious.(4) Above-average group of students, their academic performance and the total number of question was significantly correlated (r = 0.303,P < 0.05), but weak and not obvious correlation on the level of the questions (r = 0.115 ,P < 0.05); below average ability group of students and academic-related questions was not obvious. Brighter students' ability to make high level is not particularly high, and thus to foster gifted students the ability to ask questions and promote their creativity. Teachers should pay more attention to the less advanced students to develop awareness of their problems.(5) The level of students asking questions and student academic achievement are interdependent and mutually reinforcing. Good quality of learning and thinking is the premise of improving the level of asking questions and academic performance. Asking high-level questions is a process of student learning, academic achievement of students is a result of continuously identify problems and ask questions, in turn, improved academic achievement of students can promote the ability to ask more and better high-level questions.