Research On Chemistry Classroom Questioning In Senior High School

As an indispensible link of teaching, classroom questioning has always been concerned by both front-line teachers and education researchers. Teacher questioning?s effect on improving teaching effect and promoting students? thinking development is undisputed. Meanwhile, student questioning plays a key role in students? knowledge understanding, thinking development and innovation formation. However, during the internship, the author found that severe shortages exist in classroom questioning through listening several chemistry teachers? classes. Therefore, the author decides to make a research into chemistry classroom questioning in senior high school.This research concerns not only teacher questioning in class, but also student questioning. First, the author looked up materials through documentary method to get the idiosyncrasy in classroom questioning of high quality and to work out questionnaire and classroom observation form. Second,questionnaire,observation and interview were used to get authentic and reliable data. Then, the author analyzed the data to have a clear knowledge of the shortages of chemistry classroom questioning in senior high school. At last, correspondingly, some constructive suggestions were proposed to optimize chemistry classroom questioning.The research gets the following conclusion:(1) Most of the teachers value classroom questioning and use much time to prepare questions, and high-titled teachers perform better than low-titled teachers; most of the teachers apply the traditional questioning mode of "teachers? questioning, students? answer, teachers? feedback", with minority of the teachers apply the question-centered teaching mode which can guide students? thinking and promote students? improvement; most of the teachers can design classroom questions themselves by closely relating them to the chemical phenomenon in daily life or according to the teaching content, but the mix of the quantity and level of the questions is not enough; most of the teachers can choose different students to answer questions according the difficulty of questions, and can offer students enough time to think; younger(low-titled) teachers prefer to choose the halfhearted students to answer question, and the phenomenon of “group questioning and group answering” and “answering one?s own question” still exist; when giving feedback, most of the teachers value the assessment to students and the guidance of thinking, and the higher-titled and key-classed teachers perform more obviously.(2)Majority of teachers and students hold positive attitude on students’ classroom questioning, but in fact, few students ask questions in class actively; three main factors lead to students? unwillingness of asking questions in class: interactive classroom atmosphere between teachers and students is not strong, the student’s own personality or ability is not enough and teachers’ questioning guidance is not enough.(3)To improve the quality of high school chemistry classroom questioning, we can do as follows: strengthening the exploration and application of classroom questioning mode; shifting teachers’ understanding of classroom questioning; improving teachers’ ability of designing questions; enhancing teachers’ skills of classroom questioning; valuing the feedback to students? answer; strengthening the guiding of students? classroom questioning and cultivating students’ ability of questioning.