The Main Features On Classroom Questioning Between Expert And Novice Senior High School Chemistry Teachers

In 2017,the ?Standard Chemistry Curriculum Standard for Senior High School?issued by the Ministry of Education mentioned that chemical daily learning evaluation is an important chain for the integrated teaching of "teaching,learning and evaluation" in the teaching and evaluation suggestion,and the question is valid basic ways to carry out chemical daily study evaluation.Visible,in the current high school chemistry class,the classroom questioning is not only an important way to mobilize students' participation,but also an important way to cultivate the core qualities of chemistry students.In order to describe the structure of classroom questioning during the Q & A of chemistry classroom teaching in middle school and the respective characteristics of expert teachers and novice teachers.This study adopts four research methods: document method,text analysis method,model method and education statistical analysis method,and choices 7 expert teachers and 7 novice teachers to do the following work.First,the literature review and definition of the core concepts were carried out.In the aspect of literature review,this paper summarizes the conceptions,functions,types and feedback behaviors of teachers,and then defines several core concepts involved in the study,namely "questions" and "questions".On this basis,through the combination of theoretical deduction and practical induction,a characterization model of "question-answer process" is constructed and the rationality of the model is verified.Using SPSS13.0 for data statistics and analysis.Through the data analysis of "Q & A process",we find that in the dimension of "source ",both types of teachers assume the role of proponent of the problem;In the "taxonomy" dimension,the number of expert teachers is more diverse than novice teachers;In the dimension of "feedback ",expert teachers reflect student's dominant position more than novice teachers 'feedback.In the dimension of "authority",novice teachers' classrooms have four sources,and expert teachers is mainly "determined by teachers and students" and "determined by students".The characteristics of expert teachers and novice teachers in the process of chemistry classroom teaching and quizzes in middle school are preliminarily interpreted: question-answering process of expert teachers is a question-centered interaction mode.Although novice teachers have gradually got rid of the past "teacher-centered" mode,the openness of the problem and student participation are not high.