Research And Practice Of Effective Questioning In Primary Science Classroom

Primary science education reform in the world has been carried out fornearly half century. In China, the reform started in2001, has experienced more thanten years by now. Primary science education reform gradually is seen as a valuedfield.Classroom teaching is the main position of school education. Nowadays "Constructing effective teaching" is the pursuit of the goal of the classroom teaching.Classroom questioning is the main part of classroom teaching. The effectiveness ofClassroom questioning largely determines if it is success to constructing effectiveteaching.Although the research for the primary school science teaching and theclassroom questioning has been paid attention to study, but there is few papers showthe relation of the primary school science teaching and classroom questioning.Researcher compiled "classroom questioning code record form" afterliterature research，record teacher questioning behavior in primary science classroomby classroom observation, then multi-dimensional analysis the reasons of thephenomenon and data, at last put forward the teaching strategies and suggestionsaccording to the cause. Make sure that data from the primary school science classes,analysis according to the primary school science classes, strategy apply to theprimary school science classes, avoiding the disadvantages of the traditional theoriesof the theoretical study is not suitable for the first-line teaching.After investigation and analysis, researcher found the main objective ofteacher asking questioning for control and feedback teaching and creating situationsto arouse students thinking about teaching, which accounted for two items getting proportion75%in all the questions, few teachers ask questioning for improvestudents confidence.If classifing teacher question according to the cognitive level,most of the questions are questions of knowledge level, accounted for all of question59.2%, other cognitive level accounted for40.8%. In all question, aggregation typequestions accounted for57.9%, divergent questions accounting for42.1%. Ingenerally, teacher tend to make the student who raised his hand to answer thequestioning (66.8%),teacher ask all the student answer the questioning together inthe rate of10.7%.In most cases, teachers have appropriate the first waiting time, butthe second waiting is serious lack. Students show active when answering thequestion in classroom in most cases（95.6%），and passive answer often show whenall students answer a question at the same time. Most teachers can give studentsanswer the positive feedback and summarized the students answer, but theresphenomenon that teacher interrupt when student is answering the question. Thereare24.4questions asked by teacher in35minutes in the average. The average ofquestions asked by teacher in Demonstration class more than the average ofquestions asked by teacher in regular class about3times. According to the analysis,researcher put forward strategies: teacher should pay attention on students’ regularstudy habits, reduce the question ask for discipline; ask questions for studentpersonality development; believe the ability of students, find upper limit of zone ofproximal development; take eyes on second waiting time and first waiting time afterrhetoric question etc.