Case Research Of Levels Of Questioning In Junior Chemistry Class

China/Canada reciprocal learning program is an international exchanges and cooperation project that is applied by Prof. Xu Shijing and Prof. Connelly from the University of Windsor in Canada. And this project is approved by the Canada’s Social Security Bureau. The project aims to promote bilateral reciprocal growth between China and Canada, through the research basic education between C hina and Canada and through comparing the similarities and differences among their owe education. In China, there are some universities participating in this project, for example, East C hina Normal University, Beijing Foreign Language University, Southwest University and so on. Science is one of the objects in this project. Science group research team is mainly composed of Prof. Geri from the University of Windsor and Prof. Li Yuanrong from Southwest University. Scientific research tasks are through comparing the similarities and difference in the actual science education in the sister-schools, to promote the professional growth of science teachers both of China and Canada. Actual class teaching is one of focuses of science group. And based on the actual class, compare the actual class, in order to promote the growth of science teachers. Questioning is indispensable to class teaching and research question will help the professional development of teachers. Therefore, This study based on China/Canada reciprocal learning project, the author chooses High School Affiliated to Southwest University as research object, that is one of Science group’ s sister-schools. In the High School Affiliated to Southwest University, the author selects two Grade Nine chemistry teachers as research objects, among them, teacher N being a long teaching experience and teaching experienced and teacher D being a new teacher jobbing three years. Based on the actual chemistry teaching in Grade N ine, through making class observation, the author records the questions that are put forward by the two teachers in the process of actual class and author analyzes the levels of question, compared with the levels of C hemistry Curriculum Standard and chemical materials. About Qu:Est teaching strategy research literature being less, so the author hope that through this paper can make up for the lack of this strategy in the practical utilization in the process of chemistry teaching.There are nine parts in this paper:The chapter 1 is the introduction. In this part, there are four parts. The first part is analysis research background; the second part is briefly discussing the purpose and the significance of this paper; the third part is confirming the problems of this study; in the fourth part is confirming the research methods of this study.The chapter 2 is the literature review. The literature review is divided into three parts. The first part is about questioning in the chemistry class teaching. The second part is about Qu:Est strategy utilization in the chemical teaching or actual teaching. The third part is about Qu:Est strategy in the foreign actual teaching. Besides, in this chapter, there are some important concepts identified.The chapter 3 is the research theory. The research theories are Constructivism and teaching model of Barbara.The chapter 4 is the making class observation. In this part, there are two parts. The first part is that it expounds the basic theory of formulation class observation scale, whose theories are Bloom Education Target C lassification、the Questions’ Model of Bloom-Tenet and Qu:Est teaching strategy. In the second part, expound the refine and complete observation scale.The chapter 5 is analysis C hemistry Curriculum Standard and chemical teaching materials. There are two parts in this chapter. The first part is analysis Chemistry Curriculum Standard. The second part is analysis chemical teaching materials.The chapter 6 is actual teaching class observation through observation scale. Entering the actual teaching class, the author records the levels of two teachers’ questions. Besides, compare the levels of two teachers’ question with the Chemistry Curriculum Standard and chemical teaching materials.The chapter 7 is comparison analysis and cases analysis. In the first part, according to the content arrangements of junior school chemistry textbook and the curriculum standard and teaching material, comparing teacher N with teacher D. In the second part, choosing two chapters—Metal and metal material and the Chemical equation,analyzing the questions of two teachers in the actual class in order to excavate the deficiencies in the process of questing.The chapter 8 is conclusions and teaching suggesting measures. In the first part, based on the curriculum standard and teaching material, comparison two teachers’ questions, the author can conclude the conclusions:(1) Teacher N focusing on the level of understanding and the level of analysis, but teacher D focusing on the level of knowledge;(2) The average of teacher N more than the average of teacher D;(3)Both teachers based on the curriculum standard and teaching material, designing questions;(4) The teaching program same both of two teachers’ actual teaching class. In the second part, excavating the lacks in the actual class of two teachers, we can find there are some lacks in the class.(1) The arbitrary of questions;(2) Improved the effectiveness of the questions;(3) Teachers providing the short time of students’ thinking;(4) Lacking the feedback of students’ answer;(5) Lacking the understanding of students’ experience;(6) Lacking the based on students’ answer further design questions. In the third part, according to the lacks of actual teaching, putting forward to some teaching measures,(1) Improving the effectiveness of questions;(2) Teachers paying attention to students’ answer and evaluating timely;(3)Teacher flexible designing questions and providing students’ thinking time based on the actual situation;(4)Teachers flexible setting up the difficulties of questions based on actual situation;(5) Teachers’ questions language should be flexible and specification;(6)Teachers should set up questions based on the curriculum standard and teaching materials;(7)Teachers designing questions based on students’ answer;(8) Teachers providing feedback timely based students’ answer.The chapter 9 is summary and outlook. In this part, summarize the lacks in the research and the characteristics of this study and analyze the factors of influence the research. In the future, the author will make up the defect constantly.