Investigation And Analysis Of The High School Biology Classroom Questioning And Its Effectiveness

Classroom questioning is one of the important ways of teachers’classroom teaching, in view of the classroom questioning can not only simple and quickly feedback of students’learning situation, and could reflect the thinking process of students understanding the problem and the language power of expression, etc. As a result, more and more front-line teachers pay more attention to the method of classroom questioning strategies. In recent years, China’s basic education is in a critical period of comprehensive reform, is pushing the "middle school biology new curriculum standard" requests the student not only master the scientific knowledge of biology, more need to cultivate students to develop innovation ability put forward problems, analyzing problems and other potential. From existing literature retrieval, studies abroad on classroom questioning started earlier, but more focused on theoretical aspects, such as classifying problem in the cognitive level, etc. Started relatively late in domestic for the study of classroom questioning has been developing rapidly, however, in recent years research about classroom questioning article emerge in endlessly, but the focus of the research question focus on design, technology and art, the interaction relationship between teachers and students in the process of classroom questioning, the psychology of students to answer the question of less, about biological classroom students psychological process and reflection of the problem research is rare.The main content of this study is the present situation of classroom questioning survey, using literature review, classroom observation, interview dialogue, questionnaire survey method of investigating the current situation of biological classroom questioning. Fifth grade11of35samples from tianjin all the students, classroom observations and interviews from three grade biology teacher, survey questionnaire342, recycling effective questionnaire333copies. Frequency is studied by using SPSS for data collection, analysis and chi-square test. The results found that the investigation of middle school biology classroom questioning design problem of a big gap between the teachers, which is closely related to the fixed number of year of the teachers, etc. Most of the teacher questions after the pause time is shorter, lead to the question of promoters and other consequences. Teachers should pay attention to fairness in the process of questions,68.1%of students tend to be random questions from teachers, according to the result causes students didn’t like to ask a question. Teachers a happy to repeat the correct answer, this approach has the advantage that allows students to confirm the correct answer, but also reflects the teachers manage the lack of a strategy;65.8%of the students think that teachers should be classroom questioning of the participants rather than a mentor or inspectors, result good students tend to cooperate with teachers and let teachers make guidance; Occasionally85.3%of the students like teacher questions, students often questions can strengthen the communication between teachers and students actively, make classroom atmosphere more active. Chi-square test data of the questionnaire, found that students of average grades that the proportion of teacher questions appeared to significantly higher than good students, study result good students tend to be more of the mistakes you pointed out that the teacher in the classroom, the students of liberal arts class is better able to express their views in the classroom, etc.Through the investigation, put forward the following suggestions:firstly, teachers should constantly improve the ability of the organization of classroom teaching, multi-level wonderful effective classroom problem. Secondly, teachers language should be easy to understand, to give students enough time to think. In addition, strengthen the function of classroom teaching is very important, to cultivate students’ habit of answering a question, when students answer the questions whether correct or not will give appropriate encouragement or praise. In addition, teachers should communicate with the students by asking questions in the biology classroom instruction, timely and accurate feedback on the effect of classroom teaching, the biology concept teaching questions to higher level focus on the students’understanding and application of scientific knowledge in the learning objectives.