The Diagnosis Research On The Classroom Effective Questioning Behavior Of Geography In Senior High School

The core part of curriculum reform is the teaching reform, the core of teaching reform is the teacher professional development.The promulgated of middle school teachers' professional standard (trial implementation) in 2011, the construction of students' develop core literacy system in 2014, put forward higher request to teachers'ability and students' development. Classroom questioning is an important way to promote teachers' teaching goal reach,is a good opportunity for students to active participation,initiative thinking, express their opinions. But the current situation is not optimistic in geography classroom questioning, questioning does not play its due value. Under the situation of new curriculum reform and the new college entrance examination reform, it has important significance to carry out research on effective questioning behaviors diagnosis of geography teachers.Through the research of diagnosis, we find that there is a big gap between experienced teachers and expert teachers in classroom questioning ability, the expert teachers' capacity of questioning implementation and questioning feedback need to be improved, the experienced teachers' capacity of questioning design, questioning implementation and questioning feedback are required to substantially improve. In the design of questioning, there are promotion space for the expert teachers in accordance with the students' cognition and the creation of the problem situations; The experienced teachers should focus on teaching objectives, accordance with the students' cognition, the creation of problem situations,they also need to improve capacity in design various types of questions and high correlation degree questions. In the implementation of the questioning, the expert teachers need to focus on how to promote the effective interaction between teacher and students,how to stimulate students' high cognitive responses,they also need to improve mobilize students to participate in a variety of senses, focus on core literacy;The experienced teachers should focus on participation effect, effective interaction, stimulate students' high cognitive responses and point to the core literacy,they need to pay close attentions to all the students. In terms of feedback, there are more promotion space for all teachers in the effectively guide with patience, summary and sublimate answers, the experienced teachers should pay special attention to listen and encourage students.Based on the diagnosis problem, this paper puts forward four optimization strategies of high school geography teachers in effective questioning: to update the concept of teaching ideas as the guidance, fully understand the purpose and effect of questioning; to develop diagnostic community as the measure, optimize the diagnosis ability of teacher questioning; to solve the diagnosis problem as the goal, reinforce the ability of effective questioning in classroom(the experienced teachers should strengthen the relevance of goals, the degree of students' association, the situation of problem; the expert teachers should pay attention to the comprehensive thinking method, the ability of reading maps,the view of time and space; the experienced teachers and expert teachers should deepen effective interaction, thinking character, feedback quality; the experienced teachers and expert teachers should be the overall co-ordination,trinity,interconnect); timely questioning reflection as the way to promote effective questioning development depth.This paper consists of six parts: the first part is the introduction, collect domestic and foreign literature through literature analysis, put forward the research background and significance, research content and idea of this study. The second part is the theoretical analysis, first define concepts of the geography classroom questioning, the geography classroom effective questioning, classroom teaching the diagnosis, geography teacher' classroom effective questioning behavior diagnosis through literature analysis,then clear teachers' effective questioning behavior diagnosis theoretical basis, namely:geography theory, cognitive learning theory, the effective questioning theory and teaching diagnosis theory. The third part is the construction of diagnostic scale, first through the discussion of diagnostic purposes and principles to guide the construction diagnostic scale and implementation of diagnosis: the ultimate aim of diagnosis is to improve the effective questioning ability of geography teachers, develop students'geographical thinking and literacy, build the high quality of geography classroom;diagnosis needs to follow the target principle, geographical characteristics principle,development principle, scientific principle, pertinence principle. Secondly based on the existing researches, determine the diagnosis index and weight by Delphi method,construct the diagnostic scale of geography teacher classroom effective questioning behaviors in high school. In particular from three dimensions of construct diagnostic scale: questioning of design,questioning of implementation and questioning of feedback,the questioning design capacity is the foundation, the implementation capacity is the key,the feedback capability is the guarantee. The fourth part is the diagnosis implementation and result analysis, the diagnostic object is defined as the experienced teachers title for the two or one around 10 years of geography teaching and the expert teachers title is advanced or special around 20 years of geography teaching, the diagnostic topic is defined as the global climate change, observe and diagnose record of 9 high school geography teachers' questioning behaviors through classroom observation, and attempt to detailed analysis two types of teachers' questioning behaviors from the design, the implementation and the feedback, sum up the diagnosis problems. The fifth part is the optimization strategies,based on the diagnosis problems,from three aspects to present the teachers' effective questioning optimization strategies, includes update teaching ideas, the theoretical study and practice operation.The sixth part is the main conclusions,insufficient,and research prospect of this paper.This paper is a new attempt under the guidance of geography characteristic to geography teacher questioning diagnosis in high school,the research results can enrich the geography teachers' effective questioning diagnosis theory, develop the diagnostic ability of teachers' questioning; at the same time, it also plays a significant role for us to recognize high school geography classroom questioning situation and optimize teachers'effective questioning behaviors.