The Research Of The Classroom Questioning Effectiveness About The High School Teachers

Effective teaching is a highly interactive dialogue teaching between theteachers and students, students and students. To generate the atmosphere ofconversational type teaching, teachers’ ability of class effective question playsan important role. Questioning is part of the class teaching, but it is throughoutthe whole teaching process,it is the center of class teaching’s interaction. Thenew curriculum emphasizes, school education needs to cultivate the students’ability of innovation and critical thinking,which means that the teachers shouldpursue and practice the effectiveness of the class questioning, guiding studentsto learn, to ask questions and query. The effectiveness of questioning has twofunctions: from the teachers’ point of view, it can make the teachers understandthe degree of the student grasping knowledge validly, and provide feedbacktimely to enhance the class teaching’s effectiveness and pertinence; from thestudents’ point of view, the teachers’ class effective questioning can stimulatethe students’ thirsty for knowledge, promote students’ positive thinking, andimprove the students’ classroom participation, the teacher’s class questioning effectiveness affect the students’ grades, physical and mental developmentdirectly or indirectly.The first part of this article mainly explains the significance of the validityof the teachers’ class questioning from the research background of theeffectiveness of question and research significance, and introduces the relatedtheoretical foundation of questioning effectiveness. The second part and thethird part mainly define questioning effectiveness and class questioningeffectiveness clearly through the basis of the analysis and arrangement ofquestioning effectiveness domestic and overseas. The fourth part of this papermakes instructions relatively to this article’s researching methods and observingtools, and analyses and explains the situation of the senior high school’s teacherclass questioning effectiveness by using the data and results of the observationand interview. The fifth part summarizes the existing problems and reasons ofthe high school teacher’ class questioning through analyzing the high schoolteachers’ class questioning effectiveness, and put forward some strategies ofimproving the effectiveness of the class questioning in order to provide some references for teachers in the process of teaching. The last part of the paper isthe summary and reflection of the full text.