A Study On Effective Questioning Of Senior Physics Class

Class questioning which is one of the important teaching methods plays a crucial rolein senior physics class. Effective questioning can not only check the students’ grasp ofknowledge and arouse their interest in learning physics, but also develop the students’minds and regulate the teaching goal. In addition, it can promote the communicationbetween teachers and students in knowledge, thinking and emotions, which makes studentsto find out problems based on their strengths and weaknesses and then try to raisequestions and solve them creatively. Therefore effective class questioning can dramaticallyimprove teaching and the level of questioning directly reflects the teaching results.However, there still remain some problems in senior physics according to somesurveys and researches. Most people can question but the effects they achieve are totallydifferent. There are always some ineffective questions in class which weakens theimportant and difficult teaching points without achieving the expected results. Besides, itmakes the students lose their interest in learning physics and even be afraid of learningphysics. Then both the teaching and the learning suffer, causing students’ performance andabilities not to be promoted.This thesis focuses on searching for practical and effective strategies for classquestioning in high school physics teaching based on the investigation, analysis andthinking of current situation of questioning in high school physics classes. The maincontent of the first chapter of this thesis is the ideological and theoretical basis of classquestioning for high school physics. The second chapter explains the concept of effectivequestioning. Chapter III, adapting questionnaires, class observation, student-teacherinterviews and other research methods, conducts a survey and analyzes the currentsituation of high school physics class questioning and presents a further thinking of theresults. Chapter IV explores, through class observing, self practicing and document studying, effective questioning strategies based on "teacher-led, student-centered" teachingphilosophy. Chapter V, is mainly about how to apply these strategies to class practice, andprovides a summary and feedbacks for the results. The main purpose of this thesis is toexplore class questioning strategies for high school physics teaching, thus providingassistance for the effective class questioning for us teachers. It is hoped that teachers canadopt these strategies to make high school physics classroom questioning more efficientand give full play to the function of questioning.