Based On The Dab Type Teachers Classroom Questioning Function Distribution Of Case Study

In recent years, as well as the gradual deepening of curriculum reform, research is alsoincreasingly concerned about the questioning, research results have sprung up, but involveabout features, but also is in the surface. So select from questioning functionality perspectiveon the reality of the classroom teaching research, hoping to achieve that remains. This articledocuments law, classroom observation, text analysis, statistical analysis method in middleschool chemistry classroom questioning were studied.The study on the basis of the results of research, classroom questions grouped thefeatures again, regroup, in general terms, refine and categorize the questioning fromquestioning functionality perspective. Functions are divided into teachers ’ questioning:"students ’ learning motivation, cognitive basis of testing original test clean the understanding,application, give rise to creative thinking development, regulation, management, constructionof learning tasks" in six categories. By K teachers section10of469teachers ’ questionsarising in the new session types, data and statistics. You can come to the followingconclusion:First: from a proficient teacher "questioning" feature distribution in generalcircumstances, every lesson question46.9, the average "question" took12.7econds. Teachersshould reduce the question of ineffective, inefficient, and gradually enhance the functionalityof two classes of questioning, has more thoughts on value issues.Second: from a proficient teacher feature "questioning" time distribution,"to bringcreative thinking development" type questioning took on average24.4′, and other features ofthe questioning took6-20seconds.Third: from plate to the proficient teacher "questioning" distribution function analysis,"introducing knowledge sector" teachers ’ questioning in main purpose is "cognitive testingoriginal basis","review" questions."The main knowledge construction sector","construct new knowledge" questions ofcommon patterns:"D-C" combination mode,"F-C" combination mode,"B-C" combinationmode; in the "knowledge test" questions of common patterns:"C-E-C-E" combination mode,the "C-C-E-E" combination mode."Summary of knowledge" section, from the main purpose of the question view, thequestioning mainly test students ’ understanding of new knowledge, and the application ofknowledge point to core capacity, and so on.