The Research On Classroom Questioning Effectiveness Of High School Chemistry

Since 2004, a new round of basic education curriculum reform has been arisen in China. The concept of the previous curriculum reform can’t match the new one, which is much stronger, much newer, and much wider. In the past eleven years, profound changes have taken place in the classroom of middle school. New curriculum’s goals and philosophy of the original concept of teachers, teaching methods and other aspects of the role of teachers have brought great challenges. Questioning in class is one of the important methods for teachers in the class teaching, which has an important effect on adjusting the learning interest of the students, promoting students to think deeply, improving the efficiency of teaching chemistry. Therefore, it is necessary to make an effective research for the questions in the chemistry class of high school.This study uses the literature, questionnaire, interview, action research. On the basis of literature research, with " of the questionnaire survey research in chemistry class of high school " and "teacher interview’s outline" written by myself, the research is to conduct a sample survey of the efficiency of Chemical class of high school. After sorting and analyzing the data, the conclusion has been drawn.(1) The students like the way that the teachers allow students to volunteer to answer questions and hope that teachers guide students to think independently after giving the wrong answers;(2) Most students are unwilling to answer questions voluntarily, and the motivation of question is not high;(3) The majority of the students know that questioning in class is helpful to their study.(4) The majority of the teachers like to adopt the way that teachers ask questions and students answer questions;(5) All of the chemistry teachers often question in class, but most of the problems are relatively simple and easy to answer;(6) All the teachers will evaluate on the student’s responses, mainly in the form of praise and encouragement, but there are still few students put forward their own questions.For the conclusion above, the papers put forward the suggestions of improving the efficiency of questioning in the chemistry class of high school. First, make the features of the effective questions specific:(1) the relation of the knowledge is higher;(2) the aim preset is better;(3) the transmission of information is broader;(4) the thinking of creativity is deeper. Second, the design of the questions must be effective:(1) studying the learning situation, basing on the textbook, improving the efficiency of the problems;(2) think the question again and again, and combine with life and add more interest to questions;(3) for all the students, use the inspired thinking, and add the exploration to the questions;(4) be good at guiding, encourage innovation, and increase the openness of the question. Third, carry out the efficiency of the question:(1) ask questions and answer them reasonably;(2) observe the expressions and transform the questions properly;(3) listen to each other, teachers and students add more questions which were not prepared before class;(4) make a timely coaching, and give the assessment.I hope this study can help high school’s chemistry classroom teachers, and promote the new curriculum reform.