Researches On The Effectiveness Of The Biology Classroom Questioning For Junior High School

The basic education curriculum reform put forward higher requirements to the"classroom questioning"-an important part of the in middle school teaching.Classroom questioning can cultivate students’ problem consciousness and Stimulatethere creativity.In the present middle school biology teaching, there are many deficiencies in theclassroom teaching and they influence the effectiveness of classroom questioning veryseriously. The research on improving the effectiveness of classroom questioning is theneed to building the efficient classroom and improving the quality of teachers.Meanwhile, the research also is an effective way to promoting the students accordingto their aptitude.This study mainly adapts the methods of literature retrieval, investigation,interview, observation and mathematical analysis, students and biology teachers inJunior high schools as the research object, to make an analysis of the situation of theeffectiveness of the biology classroom questioning for junior high school so that wecan know the problems in the biology classroom questioning for the current juniorhigh schools, then put forward the strategies and Suggestions to solve the problem andprovide advice for the teachers.First, the author investigates the current situation using questionnaires andinterviews. After the preliminary conclusion, the author observes the biologyclassroom teaching, analyze the teachers’ and students’ behaviors to testing andsupplement the preceding conclusions. The author found the following problems thatexist in the biology classroom teaching in junior high school.(I)most of the teacherscan realize the basic function of the classroom teaching, but they can’t realize thefunction on cultivating students’ problem consciousness and exercising students’rational thinking.(II)Most of the teachers can design the problems based on theteaching objectives, important and difficult points of teaching and the students’ basis.(III) the numbers of the questions is too many and there is no primary andsecondary.(IV) The questions’types putted forward by many teachers is single and thequestions are always very easy for students to solve them.(Ⅴ) Part of the teacherscan’t express the meaning of the questions. It’s not only have a negative influence on students’ ability of language organization, but make problems to let the studentsreceived the concept teacher wants to transfer to the students clearly.(Ⅵ) Mostteachers ask questions after leaving short waiting time, so students have noenough time to thinking and discussing.(Ⅶ)The way teachers choose who answerquestions and the way teachers how to estimate students’answers is out of the way.Second, to questing of the influencing factors on the implementation of classroomquestioning, correlation analysis was carried out on the recovery of questionnaire databy SPSS19.0.The author found the following conclusions: the correlation betweenteachers’ gender and the number of the questions （Sig=0.007，P＜0.01）is veryremarkable. The correlation between teachers’ gender and problem statement（Sig=0.010，P＜0.05）is remarkable. The correlation between teaching age and thenumber of the questions （Sig=0.007，P＜0.01）is very remarkable. The correlationbetween teaching age and problem statement（Sig=0.000，P＜0.01）is veryremarkable.Based on the above findings, the author put forward relevant countermeasures onImproving the design of classroom problem, optimizing the process of classroomquestioning, Building a harmonious classroom atmosphere and strengthening teachers’reflection after class.Basing on the countermeasures,the author select a class teachingdesign-<the characters of the genetic> and analyze the detailes about the "classroomquestioning" design.Last, the author put forward the further research plan to improve the study.