A Research Of Effective Questioning In Junior High School Biology Classroom Based On The Classroom Observation Scale

For students, effective questioning can promote the development of thinking, and makethem more positive during the class. But in fact, there are very few questions which teachersmade can improve the cognition of students. Teachers must comprehend the class, thestudents and themselves if they want to promote the level of questioning. This requiresattention to classroom observation. Classroom observation is a new method of educationresearch, which has already been put into use in foreign countries. However, in China, thecapacity of classroom observation is not high. Through the study of existing literature andobservation, this thesis presents a research of effective questioning with classroomobservation in two aspects: the elements of effective questioning and the importance ofclassroom observations, and established some observation points such as “teachers’questions”,“waiting times”,“students’ replies”,“teachers’ feedback”. According to thecharacteristics of junior high school biology classroom, the thesis modifies existingclassroom observation scale in order to make the scale more suitable for use.This thesis uses the improved classroom observation scale to observe30cases of juniorhigh school biology classroom. In these cases,3typical types (excellent lesson, generallesson, experimental lesson) were chosen as specific scale statistics and the analysis ofresults. Through the analysis of the results, teachers generally have the followingcharacteristics when questioning in classroom: most questions’ level are reasonable, thelanguage of teachers is clear. Waiting time is long enough before students’ answers, but thereis very little time from students’ answers to teachers’ feedback. Teachers prefer to call avoluntary student and tend to reorganize the answers and continue to cross-examine at thetime of feedback.Therefore, the following suggestions are put forward for teachers when questioning inclassroom:1. When questioning, the language of teachers should be accurate, and teachers shouldask one question each time. According to different types of class and levels of students,teachers should adjust the frequency and the cognitive level of questions. 2. Teachers should pay attention to the waiting times after asking a question. Whenstudents can not give a correct answer, give them sufficient time to think to enhance theaccuracy.3. Teachers should not have preference when students’ response is voluntary.4. Teachers should point out which is right (or wrong) in students’ answers. For juniorhigh school students, reorganize the answers and continue to cross-examine which canimprove the students’ cognitive level effectively.