The Practice Of Questioning Group Design Of Chemistry Teaching In Senior High School

The new curriculum advocate problem-centered teaching pattern. Classroom Teaching itselfis the cognitive process of problem-solving. The Questioning Group is students-centered，exploration-based which use question as clue and related to the classroom keystone. It caninspire students think cautiously and make teaching process become a kind of initiative andsubjective activity. Using the Questioning Group teaching method can help students graspknowledge, summarize the law. It can also help students’ all-round development.This thesis is divided into eight parts:Part one involves in the points of author. To expounds the necessity of this research fromfour aspects: needs of students in forming habitual thoughts; the professional growth of teachers;requirements to improve teaching strategies and the characteristics of chemistry; the reformationand development of the new curriculum.Part two is the reference support. By summarizing literatures at home and abroad from threeangles like questions, questions design and questioning group design to indicate the researchdirection.Part three involves in the aims, train of thought and approaches. In this part, the three pointsmentioned above are briefly explained.Part four is the theoretical basis of the research. Three theories will be the foundation ofQuestioning Group Design---Cognitive Learning Theory, Constructive Theory andProblem-Teaching theory.Part five is the study of Questioning Group Design of chemistry in senior high school. Toanalyze, study and summarize the content by focusing on the definition of Questioning Group,types and values of Questioning Group, their design principles and opportunities associated withlive teaching examples.Part six is the analysis of Questioning Group in Senior high school chemistry teaching.This session is to study the Questioning and fully explain its purpose by providing four teachingcases.Part seven is the study of teaching experiment. This session introduces and summarizes theprocess and results of the teaching practices.Part eight is self-examination and expectation. This part discusses the problems existing inthe research and show prospects of the future.