Teaching High School Chemistry Norm In Different Development Stages Of Teachers "Questions- A" Way Of Comparative Study

With the development of curriculum reform, optimizing the classroom teaching process, focusing on the growth of teachers, and improving the efficiency of classroom teaching have become the focus of the researchers at all levels. In the teachers’ classroom teaching activities, "answer" question- reason is a very important and essential way through which teachers and students complete the information communication and feedback. Through the "newbie- qualified technocrat" chemistry teacher classroom activity in the normal course of "question- a" behavior of summary analysis, this paper attempts to form comprehensive understanding of "questions- a" of middle school chemistry teachers in the normal course teaching and proposes to some opinions and suggestions as to improving the level of "questions- a" for the chemistry teachers’ normal teaching, hoping that through these we can improve classroom teaching level, and improve teaching efficiency. Specific content is as follows:Firstly the article introduces high school chemistry teachers’ classroom teaching way of "question- a" from the concept, introduction to the theory of types, methods, etc.Then make the combination of theory and practice, the different developmental stages of the construction of high school teachers \ "questions- a\" way of different scale models, and theory of model test,On the premise of realistic condition, in three different stages of development to the middle school chemistry teachers of chemistry classroom activity, after the mode of "question- a" statistical research, the teachers’ questions can be divided into five types. And using spss13.0 statistical results for comprehensive analysis we can draw a conclusion.Finally the article puts forward the optimization of high school chemistry teachers’ behavior strategy in the normal course teaching "questions- a" :(1) on the basis of strengthening their teaching quality and promoting curriculum idea teachers should be able to clearly put forward the problem of language, correctly guide the thinking of students, and at the same time according to the three-dimensional targets be concerned about the students to explore and enlarge the students’ sparkle in their answers, and to strengthen the students’ learning experience and make students learn autonomously and at the same time develop students’ ability of using chemical language expression;(2) as to the teacher’s point of view for the students’ answers to the teachers’ questions, when students answer is close to the right answer, the teacher can’t simply utter a word "good", "very good" and so on; When students are listening to the teacher carefully but give irrelevant answer, the teacher should not immediately give criticism or negation, and he or she should lead the students to the correct way of thinking through asking the students in different ways so as to get the right answer; When students don’t know how to answer this question, the teacher should use humor and harmonious language to adjust the awkward atmosphere and makes the students imagine and answer bravely in the premise of being not nervous, thus draw the correct answer; When teachers ask a question but don’t set aside thinking time for the students, and ignore the question directly to the next content or give a direct answer, the teacher should timely reflect to avoid happening this kind of situation; Hope to contribute to promoting the rapid growth of novice teachers and strengthening the type of the teachers’ teaching reflection. This paper at present is only researching in the different stages of development in middle school chemistry teachers in chemistry teaching of normal "questions- a" preliminary exploration of behavior, and it remains to be further developed and improved. I hope this paper can draw the attention of the general education researchers and workers, especially the front-line chemistry teachers.