The"Layered Questions" Practice Study After A Rural Schools Of Large Forehead Environment Chemistry Class

The heart of the new curriculum idea is "to each student’s development", but each of the students in basic levels of knowledge and the ability to respond to all has the significant difference, especially in the countryside of the number of students more big class, the teacher is very difficult to juggle all the students. As is known to all, the classroom is the main position of teaching, and thinking is the main mode for students to learn, at the same time, classroom questioning is a major method of students thinking, therefore, effective classroom questioning or not, is directly related to success or failure of students to learn. To improve the effectiveness of classroom questioning, give full play to the importance of classroom questioning in classroom teaching, make questions facing all students, meet the needs of the students in different levels. Layered questions in teaching for different levels of students to answer questions on different levels, can consolidate students knowledge, degree information feedback students to master knowledge, but also to take care of the individual differences of students.Therefore, this paper takes the freshman in Yan Zikou high school in Qi Xing guan district in Bijie city in Guizhou province as research object, analyzing the questionnaire “Relevant Questionnaire on High School Classroom Questioning”, aiming to analyze the current situation of classroom questioning of chemistry teachers and the reflection coming from students in teaching process. Besides, this paper takes two classes as the multi-level teaching research object for one month by combining Investigation on High School Students’ Chemistry Learning and students’ class observation records and mid-term test scores.Research involves the dynamic stratifying on students, the teaching design on multi-level questioning, teaching implement in multi-level questioning and the reflection of student’s. By combining students’ pretestposttest scores and pretest-posttest data Relevant Questionnaire on High School Classroom Questioning, this paper draws the conclusion that multilevel questioning plays an effective role in students’ chemistry learning in the large-scale classes in rural area. Multi-level questioning can not only encourage the thinking of all the students, help students who behave good or not, but also improve their interest in chemistry learning, enhancing the confidence of the students.