A Present Situation Investigation And Analysis Of Teachers’ Questioning In Senior High School

Learning is the core of thinking, thinking starts from the problem. Appropriate questionsin the process of classroom teaching and improve students learning efficiency is one of theimportant means. Question from a kind of important way to inspire students’ thinking,classroom questioning as a "stimulus", can make the students excited center formed in thecerebral cortex, advantage, and knowledge for perception, analysis, synthesis, judgment,reasoning, revealing the intrinsic relationship between it and the nature of knowledge. Withthe implement of new curriculum, many teachers have "problem consciousness", there will bea destination creating problem situation, inspire the student’s mind. If teachers can properlyaccording to different teaching contents and teaching object, flexible using different methodsof classroom questioning in the teaching, can widen students’ thinking, inspiration thinking,help students to master the difficulty, the breakthrough difficulty, active classroomatmosphere, and to improve the affection between teachers and students, to promote theharmonious development of the classroom teaching.Yet in the process of classroom teaching existence question one way or the other, such asindividual teachers would ask what, even low-level, repetitive issues don’t pass; Someteachers have questions with the classroom teaching is far away from the difficult; Someteachers just to ask good student, don’t ask the underachiever or to ask a small number ofstudents, cold most of the people; Problems lack of hierarchy and gradient and so on.Therefore, investigation and research status of high school physics classroom questioningimprovement is insufficient, put forward strategies for the improvement of classroomquestioning has profound significance for improving the teaching quality.This study is based on survey of high school physics class status quo, for all theproblems under the guidance of the theory put forward comments or suggestions about askingquestions designed effective. This is divided into five parts. The first part is an introduction ofthe of the problem studied in this paper, the status of the research, the study of the meaningand methods; second part of the question of the physical classroom overview of the theory;The third part is the investigation and analysis of high school physics classroom questioningthe status quo; the fourth part is optimized for high school physics classroom questioningstrategies; fifth part is the conclusion of the study and reflection...