The Current Situation And Strategies Of Effective Questioning In Senior High School Geography Classroom Teaching

Question as one of the basic forms of dialogue between teachers and students, which plays an irreplaceable role in training students’ thinking, improving students’ learning ability and promoting students’ all-round development. This article in view of the current high school geography classroom often appear "yes or no", "right or worry" invalid questions phenomenon, illustrated by the example of Guiyang City, by means of literature consultation and questionnaire survey,from the understanding of classroom questioning, the number of questions, type and object, the classroom evaluation mechanism and so on to question the status quo of Guiyang City high school geography classroom teaching effectively carries on the analysis, find out its main problems, and analyzes its main reason, proposes the corresponding strategies.The study found that: currently, the situation of effective questioning in the high school geography teaching in Guiyang city is not ideal.Lack of awareness of the importance of effective questions,inadequate preparation for teachers, lack of stimulating question types, for a time is not enough, the classroom evaluation mechanism is imperfect, the students’ participation is not high; the main reasons include teachers on the teaching and learning situation analysis is not thorough analysis is not accurate, the design problem is not standardized, teacher education idea is backward, "the right to ask questions in class; and from the transformation of education, the promotion of professional knowledge, design the question carefully, the implementation of effective questioning and optimization of these three aspects of classroom teaching evaluation system of strategy is discussed; we hope that this research can help to improve the high school geography teachers in Guiyang city of effective questioning and understanding, design and implementation, and promote the cultivation of the development of students’ learning ability, thinking ability and innovation ability.