The Construction Of Classroom Questioning Effectiveness Evaluation System And Standard

In recent years,with the emergence of the new curriculum reform and standard,the majority of educational researchers begin to research the classroom questioning.Throughout the relevant domestic and international researches,we found that most of the studies only be in the initial stage.For example,the research on the effectiveness of classroom questioning only included the concept and characteristics,the evaluation research was rare.Based on this,this study placed multilevel high school biology lessons into practice material,through a variety of scientific research methods,ultimately,explored a set of scientific and practical evaluation system of classroom questioning,and the job is mainly accomplished by the following aspects:Firstly,determine the evaluation index system of the classroom questioning.We studied out seven indexs with the use of observation,and then interviewed some teachers and students about the indexs,finally,determined thirteen evaluation indexs.After that,in order to ensure the science of the evaluation indexs,we used the Delphi method to ensure the weights.Finally,used the factor analysis to analyze the thirteen indexs,and determined three primary dimensions and four second dimensions.Secondly,determine the evaluation criteria of the classroom questioning.We analyzed the videos comparatively in the basis of education,communication and IRF discourse,in order to obtain the differences between the valid and invalid classroom questioning.After that,we modified and improved the evaluation criteria referring to the results of five hundrund high school students questionnairs.Finally,determine the rating scale of the classroom questioning.We developed the initial rating scale.After that,we revised the scale firstly.Finally,we invited five teachers to evaluate the same biology teacher's calssroom questioning,and then interviewed them about the scale and modified the scale based on the viewes of the five teachers.