Study On The Current Status Of Questioning In Biology Classes Of Junior Middle School

Questioning is an important means of teaching, an important way ofteacher-student dialogue, and also plays a vital role in the implementation ofteaching objectives. Thus, the research on classroom questioning is of greatpractical significance.On the basis of sorting through and analysis of literature, my study ismainly done by classroom observation and course record to find the currentstatus of junior middle school biology classroom questioning. So that we canfind what problem exist in the classroom questioning. Combined with author’sown experience, the paper analyzes the reasons of these problems, and givessome suggestions to optimize the classroom questioning.The results show that the problems of the junior middle school biologyclassroom questioning include: most of the questions are asked by teachers,students ask too little; the questions are not well designed, and the teacherquestion too randomly; most of the questions are at low level, and can’t help todevelop the students’ ability of thinking; most of the questions are answered bythe whole class, but many students are absent-minded; a few teachers askquestions with negative emotions, and it can’t not motivate the students; the teachers always praise students with the same words, so they have notencouragement; Some teachers are not good at questioning. On the basis ofanalysis, the author gives the following suggestions to optimize the classroomquestioning:1. teachers should change their minds and encourage students toquestion;2. the key questions must be well designed;3. ask more types ofquestions, especially the questions that can expand the students thinking;4.properly use of questioning strategies, for example:(1) questioning language isaccurate, with encouraging (2) give students enough time for thinking (3) allowmore students to participate in the classroom questioning (4) be a good listener,praise students properly.