Senior Middle School Chemistry Effective Question’s Research

This article summaries the relevant literature on questions of domestic and foreignhigh school chemistry class. This article combined with interviews of teachers and teachingpractice, found that questioning in class is an important way of effective teaching method.But there are still a lot of misunderstandings about class questioning in teaching practiceand teachers made a number of inefficient or ineffective questioning. To the end, I chose"Senior Middle School Chemistry Effective Question’s Research" as a title, in order toenhance the effective front-line teachers’ questioning behavior and provide new viewingangle.The author studied the literature and analysis of three different types of questioningbehavior. The author finds that there are validity of the existence of differences in theirclass questioning. The paper focuses on the strategies about the chemistry class effectivequestioning, in order to improve teachers’ ability about designing effective questions andmake effective response. Each problem can lead students to think deeper, promote teachinginteraction and achieve the effectiveness of class questioning.The paper consists of seven parts.The first part of this paper describes the problem: questioning has an important role insecondary class teaching. But there are many errors about questioning in the current highschool chemistry class, and there are many inefficient or ineffective problems.The second part is the research status: After research and analysis the historicalaspects of the class, books and journals on domestic and foreign scholars, found that theyare mainly from the fundamental role of macro-research questions, problems and cognitivelevel of effectiveness, lack of empirical research.The third part is the purpose and significance of the study: the practice combinesinterviews and class questioning, in order to draw some relevant inspiration to improvehigh school chemistry teachers’ questions and design capabilities.The fourth part is the type of classroom questioning：according to the level ofstudents’ cognitive, problems were divided into low and high cognitive level questions;based on answers to questions of certainty can be divided into closed-ended questions andopen-ended questions.The fifth part a valid question connotation, characteristics and design: define the validquestions about the connotation and the type of class questions.the valid questions shouldbe open, inspiring, default, hierarchy and logic. The sixth part is the practice of chemistry question in high school: After theobservations of three different types of teachers (novice, proficient, expert) of classquestioning behavior, they raised the issue of the type carried out differences andeffectiveness analysis. While understanding their teaching philosophy through interviewswith teachers, the author designs considerations about questions. After the understandingof effective questioning, the author found three different teachers have different focus:novice teachers are more focused on imparting knowledge and the questions lack of default;proficient teachers began to focus on developing students’ thinking and the logic of classquestioning; expert teachers of students have a clear understanding of the cognitive leveland they can set appropriate questions to help students break through the barriers ofthinking to solve the problem.the seventh part is the conclusion and revelation: Three different types of teachers inthe classroom questioning have differences. Training through the school, the teacherleading and the way of reflection and self-teaching can enhance the ability about askingquestions and design issues in class.