A Comparative Study Of Chemical Elements Of Classroom Questioning

This paper constructs the elements of chemistry classroom questioning system analysis framework, focusing on the different teachers, different students, and different subjects of comparative study of the elements that chemistry classroom questioning the multiple perspectives.This thesis mainly adopts the literature analysis method, the education method of observation, video analysis, measuring method, comparative research, data analysis, case analysis and other research methods, from the angle of the horizontal and vertical, the combination of qualitative and quantitative methods, comprehensive comparison of chemical elements of classroom questioning. The content includes the following three parts.The first part:the elements comparison of different teachers of chemistry classroom questioning. Research results show that compared with ordinary teachers, excellent teachers classroom questioning is given priority to with open questions, asking questions more clearly, matching degree stronger, longer waiting time, fewer questions, fewer question chain number and longer question chain length, more logical questions, the time of asking questions more accurate.The second part:the elements comparison of different students of chemistry classroom questioning. Research results show that compared with the parallel class experimental class questions aim to reveal the relationship between evaluation and diagnosis, have a proportion of high level in a simple reasoning level and a integrated application level of classroom questioning, the level of questions and answers’consistency is stronger, more number of questions.The third part:the different themes of chemistry classroom questioning elements in comparison. The research results show that compared with the element of compound class, the chemical reaction principle class asks fewer questions, has more question chain number and shorter question chain length. In this paper, through the comparative study of the above three aspects, this thesis strives to provide a new reference for teachers of middle school chemistry classroom questioning, to provide new ideas and perspectives for the middle school chemistry classroom teaching theory development.