Investigation And Research On Classroom Questioning Of Senior High School Physics Teachers

Questioning is an important part of the senior High School physics classroom teaching,also is the main way of communication between teachers and students.The teacher through the classroom questioning can lead to students’ cognitive conflict,stimulate the students’ desire to learn, to broaden their thinking, to help the students to master the physical concept of law, and enhance the feelings between teachers and students from, promote efficient development of high school physics classroom teaching.This study is based on the theory of humanism, constructivism, zone of proximal development theory and meta-cognition theory, combined with the " ordinary high school physics curriculum standard(Experiment)", the author designed the questionnaire of the students and teachers, the classroom observation questionnaire and the interview outline, and have a comprehensive survey of high school physics teachers in the classroom questioning, analysis the survey data by the Spss17.0 software and the theory.Through the survey the author found:teachers do well at the frequency of teacher’s questions, the targeted of questions and the type of questions. Mainly exist the following problems:teacher’s understanding of the Question function is not comprehensive enough, design of the problem is not reasonable, the teachers like spring the question on good student, the waiting time is not reasonable, the feedback to the student’s answer is not timely and detailed, the teachers have no reflection on their classroom questioning ect. In view of the above problems, Under the guidance of the theory, Put forward suggestions on physical teachers’ classroom questioning: Pay attention to classroom questioning function; pay more attention to the problem Design;Identify the entry point; The question should be for all students; Students must be give some time for questions; Focus on listening and feedback; Pay attention to the Reflection after class.