The Study Of The Efficiency Of Questioning In Senior High School Physics Teaching

"The core of teaching procedure is the teachers’ questioning and the students’ answeringas well as teachers’ reaction to the answering". Questioning and answering expresses theaffective communication between teachers and student very well. Educators in all times applyquestioning to their teaching, which offers inspiration of recognizing, understanding, andusing questioning to contemporary teachers. It also enables teachers to recognize theawareness of questioning again and help them build the correct sense of questioning.Effective questioning is a way of arousing students’ emotions and promoting the thinkingability and is the basis of successful teaching. Under the New Curriculum Standard theory, theefficiency of questioning in physics class should have the new content.Effective questioningin this passage refers to a kind of activity, in which teachers’ questioning can arouse students’emotions and promote the thinking ability of students to achieve the teaching goals and leadto the new questions through the interaction between teachers and students. Effectivequestioning in physics class lies in questioning, but also using proper strategies to question. Ifphysics teachers achieve the effective questioning goal by using proper strategies, they willlight the thinking flame of students and inspire students to think actively.The author hopes to inspire teachers to raise the awareness of questioning and face themajor issues in class questioning by the research in the efficiency of questioning in highschool physics classroom. In the teaching practice, teachers should catch the proper points toput questions, design the content of questioning accurately, motivate students to suspect anddiscuss, listen to and feedback the answers. All of these contribute to new questions’ arisingdynamically and continually in physics classroom.