Comparison Study On Classroom Question And Answer Behavior Between Chinese And New Zealand Physics Teachers

Classroom question and answer behavior accounted for more than80%in classroomteaching behavior throughout the classroom teaching process. Therefore, classroomquestion and answer behavior can be said to be the primary behavior of classroom education,the center of the classroom teaching interaction, as well as a common concern of numerousdomestic and international researchers and practitioners. With the increasing ofcommunication between Chinese and New Zealand physics teachers, we begin tounderstand the New Zealand classroom question and answer behavior of physics teacherslittle by little. The new curriculum emphasizes that schools should cultivate students’critical thinking ability and innovation ability, which means that teachers should correctlytreat classroom question and answer behavior behavior between teachers and students so as toguide students effective and let students learn to ask and question.Based on the theory of classroom teaching behavior, we have carefully studied therelevant papers about classroom question and answer behavior at home and abroad. Besides,we made classroom question and answer behavior observation scale, observed and recordedclassroom behavior in real classes both in China and New Zealand. Furthermore, weanalysed the stastics using statistical software in order to compare the differences betweenChina and New Zealand combined with the case and the interview. We also analysed thepossible reasons about this and carried on the detailed elaboration in terms of two aspects"subject" and "teacher feedback", finally get some enlightenment. The enlightenment is asfollows: Firstly,"problem-based teaching" should give "subject" back to the students, from"asking students" to "students asking," and let the students become the main body of theclass, in order to create a good classroom environment, where the students dare to ask, sothat the students learn to ask questions, keep questioning and innovation spirit. Secondly,teachers should strengthen professional knowledge of feedback classμ and understand theappreciation education. In the process of classroom teaching, teachers should pay attention to students’ individual differences, be careful using critical feedback and increase thepositive feedback, so as to help students understand themselves, establish self-confidence,and promote smooth development of students.