The Case Study On The Contrast Analysis Of Efficient Questioning By Novice Teacher And Proficient Teacher In Chemistry Classroom

Classroom questioning is the most important part of classroom teaching, efficient classroom questioning allows students to their own personal experience is the protagonist of teaching activities, the students can not only be integrated into the teaching and learning activities, but also can take the initiative to communicate with teachers and classmates, further to the greatest extent possible to enhance the students’ learning, and then it also enables the different levels of students to obtain maximum knowledge, train ability, and develop creativity and these eventually promote to achieve the effective teaching. Therefore, this article can identify the significant difference between the high school chemistry novice teachers and proficient teachers by the literature on the novice teacher and proficient teachers, the questionnaires of high school chemistry teachers, as well as two high school chemistry teacher in classroom observation, and want it for the tactical basis on novice teachers’transition to the proficient teachers. Now the main difference between the high school chemistry novice teachers and proficient teachers summarized as follows:The first one is the differences of pre-class preparation, novice teachers lack teaching experience and the breakthrough awareness of point and difficulty, and it is difficult for them to grasp students’ cognitive level, so issues raised lower level. Proficient teachers have more extensive teaching experiences and understanding of students’cognition and the recent development area, and it can be used to grasp the difficulty and level of the problem.The second one is the differences of classroom issue, they are reflected in the following four areas:(1) The differences of question types, questions raised by novice teachers, low-level, mid-level and high-level ratio close to 3:2:1, and proficient teachers’ ratio close to 1:1:1.(2) The differences of question object, novice teachers focus more on class than individual, and then proficient teachers pay more attention to the development and achievement of the students.(3) The differences of answer waiting time, whatever the difficulty of the problem, novice teachers wait the shorter time, the proficient teachers are just the opposite, the waiting time they determine according to the degree of difficulty and the students’ thinking level.(4) The differences of the answer way, the novice teachers’ answer way seems to be simple, proficient teachers can be more rational allocation of diverse ways answer.The last one is the differences of after class, novice teachers’ reflection focus more on the students’ answer, and whether the problem statements is clear and so on the shallow level analysis, it is just a little help to develop their teaching ability and to improve students’ study ability. In contrast, proficient teachers’ reflection focus more on the development of the students, they often focus on whether the question raised accord to students’ cognitive level, or break through the difficulty and so on.