A Comparative Study On Classroom Questioning Of Novice Teachers And Proficient Teachers In The Robot Teaching

With the development of the intelligence,robot teaching is popular among society education institutions and gradually comes into the school classrooms.During the robot classroom teaching,students' comprehensive abilities of logical thinking,hands-on practice and innovation are developed in the process of creative design,structure building and program design.Robot classroom teaching can enhance the innovation practice ability.So robot classroom teaching is with the advantages other subjects can't achieve.In the classroom,the teaching quality is inseparable with the level of teachers' classroom questioning,and so classroom questioning has an important role in the traditional teaching activities of the teachers throughout the classroom.Classroom questioning has the very important role in strengthening learning & communication between teachers and students,and promoting the students' thinking ability development.And classroom questioning also holds an important effect on robot teaching classroom,which has the characteristics of the knowledge in the robot field.With novice-skilled robot teachers as the research object,the author of this paper finds out differences between novice teacher and skilled teacher in classroom questioning,providing some references for the growth of the novice teachers and valuable guidance for skilled teachers to be improved furtherly.The main researches of this paper is as the following:Firstly,according to the characteristics of the robot teaching textbook and teaching environment,the paper proposes the robot classroom questioning observation table based on literature research,classroom observation and interviews on teachers.Secondly,with the observation table,the paper respectively selects a novice teacher and a skilled teacher in the robot classroom teaching as the subject and carries out analysis and researches on three typical teaching cases of teachers' classroom questioning The differences between novice teacher and skilled teacher in question design and some suggestions are given.(1)The question design types of skilled teachers(memorization,understanding,analysis,synthesis,evaluation,classroom management,etc.)is relatively reasonable;the memorization type and management type of novice teachers' question design stay in large proportion;the novice teacher's question purposes is more focused on the success of classroom teaching implement.On the sides of teaching content,the proportion of the novice teachers and skilled teachers' questions in structure model to build are small.The skilled teachers pay more attention than the novice teachers to questions on the optimization of program design and problem's solution,which can bring effective questions to cultivate students' rigorous attitude,design consciousness and logical thinking ability.Therefore,the novice teachers should know the importance of design problems and design question seriously.More attention should be paid to cultivate students' comprehensive ability such as programming and problem solving ability.(2)Differences and suggestions in the implementation of the classroom questioning.Novi ce teachers are more inclined to ask themselves and proficient teachers can focus on some stu dents who answering questions with different participation in the dimension of the choice of q uestioning.Proficient teachers and novice teachers are pay attention to the questions on the b asis of existing knowledge,but relative to the novice teachers,proficient teachers are more go od at leading questions from the knowledge combined with a robot life situation in the dimens ion of the ways of leading question;Novice teachers and proficient teachers are different in th e dimension of the questioner located in the classroom.The former tend to question on the pla tform,and the latter tend to question under the platform.Therefore,novice teachers should ha ve more questions among students in the implementation of classroom questioning.To some e xtent,it can reflect the exchange equality between teachers and students.The choice of studen ts in the classroom questioning,novice teachers should reduce the times of asking themselves.They needn't pay too much attention to the teaching schedule,and should pay more considera tion to cultivate the students' thinking ability.About the mode of leading questions,to arouse t he enthusiasm and interests of the students,novice teachers should question from the situation s combined with robot knowledge and reduce direct questions.(3)Differences and suggestions of feedback on problems about the classroom questioning.When the student's answers is right,proficient teachers are inclined to ask students or sum up the students' answers,on the contrary,novice teachers are apt to repeat.But when the students can't answer the question correctly,novice teachers are generally give the answers directly,and proficient teachers would prefer to prompt students or choose other students to answer.Thus,novice teachers should try their best to induce and enlighten for the students' answers in the feedback problems,only in this way can train the students' ability of induction and deep thinking.The innovation of this study,that is draw up the observation scale of questioning in the classroom combining with the characteristics of robot subject.Meanwhile,this paper tries to make a comparative study of classroom questioning between novice and proficient teachers in the robot teaching.Consequently,it is concluded that the difference between them and puts forward the corresponding Suggestions to the novice teachers' classroom questioning.Due to the limitation of time,the samples of the classroom observation are not enough,so the research conclusion still need to further test.