Reflective Learning Research On The Development Of Questioning Skills For Normal Students

For normal students, teaching skills is one of the core professional attainment for their career development. And questioning skills is the core content of teaching skills.In this paper, the current situation of normal students' question skills was investigated. The results showed that the normal students has the following problems in the application of the questioning skills:the lacking of effective questioning skills training methods, the low level of questions content design, the relatively single questioning way, and the questions was not answered quite reasonable.Under the guidance of the reflective learning theory, the normal students was carried out reflection training. The result showed that the problems could be improved effectively after the training..This paper researches on the content of the four following aspects mainly through survey and action research method.Firstly, reflective learning status of normal students' questioning skills was analysed. Through questionnaire survey, status of normal students'questioning skills was analysed. Results showed that the normal students'questioning skills has problems in the design of questioning content, the type of questions, the way to ask questions, the way to answer questions,etc.Secondly, the reflective questions skills training framework was structured. According to the theory of reflective learning, the reflective training process of questions skills include reflection bofore, in and after the training. From the perspective of the structure of questioning skills,the main reflective training include four aspects: the design of questioning content, the type of questions, the way to ask questions, the way to answer questions. In combination the theory of reflective learning with questioning skills, a relatively systematic reflective questions skills training framework was structured by making the four aspects of questioning skills as the horizontal content, and making the three aspects of bofore, in and after the reflective training process of questions skills as the longitudinal content.Thirdly, the reflective questions skills training to the normal students was conducted. And in this training, biological major students was made as the research object. This training process included three parts:preparation before the training, training conduction and evaluation after the training. Each of the part explained reflective strategy has guiding and monitoring effect on questions skills during the reflective training detailedly.The last is the conclusion and reflection of the whole research.According to the analysis of data between before and after the reflective training, it suggested that the reflective training has significantly improve effect on the four aspects of questions skills: the design of questioning content, the type of questions, the way to ask questions, the way to answer questions.