Comparative Research On The Questioning Skills Of High School Biology Teachers In Different Stages Of Development

With the course reform, optimize the classroom teaching process, followclosely teacher growth is increasingly becoming the focus of attention ofresearchers at all levels of biological education sector. Moreover, classroomquestioning is the lifeline of the classroom teaching, to open the mind ofstudents that teachers promote students thinking, and enhance students activelyparticipate in the awareness of the basic means. This study, by means ofclassroom observation and recording method, interviews, case studies, tocompare comprehensively the different stages of development of the " novice-competent-Expert type "high school biology teachers about questions skills,initially proposed some inspiration and suggestions which teachers improvetheir classroom questioning skills for those who wish to provide a reference,Details are as follows：Firstly, by analyzing the high school biology teachers’ classroomquestioning skills about at home and abroad on classroom research, This paperwas divided into three research dimension: design questions before, questionsbeing approach, feedback and evaluation after ask questions. Therefore, thispaper questions skills of teachers in different stages of development is dividedinto the following three aspects to carry out: First, novice-competent-Expertbiology teacher comparative study on the design of the types of problems;second, the novice-competent type-expert biology teacher comparativestudy on the questioning approach; then, comparative study on feedback andevaluation after ask questions.Secondly, through adapted to develop the corresponding the "ClassroomQuestioning Observation Scale "and" Interview Outline "and with the quizzesrecording and lessons fragment, to study the novice-the competent-Experthigh school biology teacher’s classroom.with the spss17.0to analysis of classroom observations and concluded.Finally, provide some suggestions for novice and competent teachers inquestion skills, that hope to contribute promote the rapid growth of novicebiology teachers, strengthen competent humanoid teachers teaching reflectionaspects. This paper is only a preliminary exploration about the application ofattribution theory in the high school biology teachers’ classroom questioningskills, and needs to be further development and perfection, hope can cause theeducation workers, especially a line of biology teachers’ attention.