The Present Situation Investigation And Countermeasure Research On The Question Actionin Information Technology Class Of Junior Middle School

With the development ofthe Internet,the way people work, study and life havetaken place greatly.So having good information literacy has become the needs of the times to survive.Therefore, the focus on developing student's information literacy has become an important goal in information technologyclass. Questioning is one of the teachers teaching core skills, dialogue is a dynamically generated to promote the teaching of teaching methods, but also an essential part of the teaching curriculum, teaching is reflected in the level of thinking and cognitive levels. Questioning is a good way to promote student interaction, classroom teachers, through appropriate questions, students can learn the knowledge to grasp the situation. However, in the actual teaching for some reason, ask questions in class and did not achieve good results.This paper is aimed at the question actionin information technology classroom of The Second Affiliated Middle School of Shandong Normal University by the methods of observationin classes,literature research, and interview and questionnaire survey.This study was conducted research mainly on the following three aspects.Firstly, the research background of this research, research methods and literature revieware introducedinthefirstpartofthisarticle. Secondly,the conceptofquestioningin classroom is definedandeachrelatedfactorsofquestioningin classroomsuchasthe level of thinking,questioning the clarity of the problem, waiting time, the quality of students to answer the teacher's feedback is analyzedofthis Article. Again, drawing on thebasis of other scholarsclassroom questioningobservation scale,combining the characteristics of junior high school information technology disciplines, anobservationformof question action in information technology class of junior middle schoolis drawnuponthetheory.At the same time according to the research purpose of this study, the preparation of the student questionnaires and interviews with teachers outlines, and explained the recording mode. Finally, 20 lessons of Information Technology teachers is observed.Students conducted a survey and Interviews for teachers. The data were analyzed by SPSS17.0 ThetotalgeneralconditionsofquestioninginclassroomofInformation Technology teachers areanalyzed.The results show that compared to study other disciplines, Junior Middle School information technology teachers performed better in the number of questions, questions of the level of thinking and other aspects. High cognitive problems raised teachers and students to make the type of high cognitive answered positively correlated.Waitingtime length,the qualityofstudents,answerandfeedbackareworsethanthoseofwell trainedteachersobviously.This paper analyzes the problems and causes of junior high school information technology classroom questioning behavior exist from teachers, students and school in three angles.Accordingtothe analysisof the study,thequestioninginclassroomabilityofteachermustbe improvement insuchways, the question should be expressed clearly,theteacher'sselection should be expand,the waiting time for questions after the students and the waiting time to answer after should be reasonable.At the same time teachers should pay attention to listen to the students' answers, given proper feedback, feedback to the good use of questioning techniques.By results of the study, the final recommendations of this study is given: junior high school information technology teachers should change the attitude of the classroom questioning, so in preparation, a carefully prepared questions raised in class, especially focusing on the core issues raised; in class, it is possible based on the classroom situation and prepare students to improve the quality and strengthen the depth of the problem; after school, classroom questioning timely reflection, using various forms of feedback means together to highlight the value of classroom questioning.