Research Of High School Chemistry Teachers’ Effective Questioning Strategies Under The Background Of The New Curriculum

Like other teaching behaviors, classroom questioning has its own particular laws and functions. Many scholars and teachers have done intensive researches on classroom questioning both in theory and practice. Examining the current situation with the overall implementation of the new curriculum, the author finds plenty of inefficient or invalid questions in chemistry class through classroom observation. For the demands of front-line teaching, questioning in high-school chemistry class need more profound and more extensive study.In this paper, the author adopts both theoretical exploration and behavior research methods. The author has also conducted researches on questioning strategies in the teaching process, and made timely reflection and strategy adjustment to related issues.This paper begins with literature review of classroom questioning both home and abroad, pointing out the practical and theoretical values of this study. Then based on this, in order to acquire the standards of efficient classroom questioning behaviors, the paper has done relevant researches on its features and meanwhile provide theoretical basis. Then, through classroom observation and teacher interviews, the paper analyzes and determines the elements of effective classroom questioning behaviors. Finally, the paper comes up with strategies to improve the effectiveness of questioning based on five factors: question designing, question time, question procedures, teachers’ feedbacks and verbal strategies and non-verbal strategies.To reach the goal of effective questioning, teachers have to receive not only instructions of educational and psychological theories, but also learn to apply effective strategies and after-practice reflection for further teaching. Besides, teachers also need to gradually accumulate relevant materials concerning effective questioning in high-school chemistry class in teaching practice.