The Study On High School Classroom Teaching Questioning Behavior Based On The High-quality Geography Class

The new curriculum reform requires that a harmonious relationshipbetween teachers and students should be built. Classroom teaching providesteachers and students a platform for communication and commondevelopment, and plays an important role reflecting the harmoniousrelationship between them. The main forms of classroom teaching are thequestioning behavior of teacher and answering behavior of student.Questioning is a very important link in the process of geography classroomteaching.In this research, we use literature research to analyze the questionsexisting in the study of behavior geography classroom, and define the relatedconcepts, acknowledge the theory foundation of the research. Throughclassroom observation and expert consultation to construct the observationscale of classroom questioning behavior, and the use of a combination ofqualitative and quantitative for case study, and finally induction thecharacteristics, functions and strategies of the questioning behavior in the10geography classes. The observation scale consists of2behavior objects,8dimensions of observation,19observation items. Among them,2behavioralobject refer to the teacher behavior and student behavior, respectively. And8dimensions are the type of question (ask what), the way of introducingquestion (how to ask), question (ask who), the answer way (how to answer thestudent), the waiting time (whether the think time is sufficient or not), thetype of student answer (answer what), the way of student answer (how toanswer the question), proposal question by student.The characteristics of geography classroom questioning behavior ingeography class questions include that the majority mode is dialogue teachingmainly including questioning behavior. Teachers use geographic image forintroducing many questions, which fully embodies the use of geographicimage consciousness. There are many "recalling questions" and"understanding questions" in the classroom, and many of these questions are focused on the change of turning knowledge into ability. The manners ofquestioning are flexible. Many teachers are aware of the first waiting time andsecond waiting time. When answering the students, teachers always use manypositive evaluations to stimulate students being interested in learning. Theamount of teacher talk is still in a dominant position, and by asking thestudents can increase the amount of their speech.The function of geography classroom questioning behavior in geographyclass is mainly reflected that using geographic image introducing the questioncan stimulate the students’ interest. Question types with different levels cancontribute to the development of students’ thinking. When ask student toanswer the question, teachers focus on the development of students’personality and common development. Expansion and termination shouldjointly promote the development of students’ thinking.The strategies of geography classroom behavior questioning ingeography class include classroom questioning design strategy andimplementation strategy. In question design, more emphasis on fusionquestion subject knowledge, teaching material conformity question, questionsituation of local geography knowledge and problem, the question structure ofCentral Radiation Model. Introducing low level perceptual image mainly tostimulate the students’ interest, while introducing high level rational thinkingtype of image, mainly cultivate students’ thinking. And many teachers mainlyuse the "one map to ask" to introducing questions. There are many ladderquestion, which is obvious hierarchy. In the process of questioning, the wayof questioning should change smoothly. High level questions should wait for along time, at the same time also learning before teaching, teaching bases onlearning. The scientific and rational the questing can increase the amount ofstudents’ talk.