The Comparative Study On Question In Class Between Novice And Experienced Science Teachers In Junior High School

As the new curriculum reformed,more and more attentions paid to cultivate students’ scientific literacy.The class action of teachers who are the leader of classroom and the executor for improving the scientific literacy of students is important,especially their classroom question asking,it will influence the improvement of students’ scientific literacy.So the requirements for science teachers are stricter under the new curriculum reform,it is very important to make a research for differences of classroom’s questions between novice teachers and experienced teachers.The questionnaire survey,classroom observation,classroom video,classroom records and case studies were used to analyze the classroom questioning behavior of the two types of teachers in the junior high school science classroom,and to explore the "classroom’s questions behavior" of novice and experienced teachers differences.This research chooses the "density of matter" in the seventh grade of ZheJiang junior high school science and the "conductivity and resistance of matter" in the eighth grade,and use two classes of teachers to classify students in two classes to collect classroom observation data.Through the investigation and observation of statistical analysis,junior high school science novice teachers and experienced teachers on questions are quite different in the following aspects:(1)novice teachers think that the main purpose of questions is to help students understand the difficulties of the classroom;(2)novice teachers almost not to consider students’ cognitive level;(3)novice teachers’ questions are mostly memory and understanding of the knowledge questions;(4)novice teachers tend to collective answer when they ask;(5)novice teachers’ question ratio and question coverage are low;(6)novice teachers’ waiting time after question is generally short,they can’t give the appropriate waiting time for different types of questions;(7)novice teachers tend to have less reflection and repeat students’ answers;(8)novice teachers almost not to reflect.In view of the above differences,the study make some suggestions to change the above differences:(1)reduce the low level question and raise the proportion of creative questions;(2)reduce the way of collective questions to improve the proportion and coverage of questions;(3)give the appropriate waiting time for the different difficulty of the question;(4)use evaluation in reasonable way and appreciate students timely;(5)reflect question timely to improve the skill of question.