A Study On The Questioning Between The New And Old Physics Teachers In Senior High School

Classroom questioning is an important part of physics teaching process,and is the dynamic generation of promoting communication between teachers and students,stimulating interest in learning,and promoting the classroom teaching.Thus it plays a significant role in the process of the implementation of the teaching.Classroom questioning ability is one of the core qualities of professional teachers.High-level classroom questioning is conducive to the improvement of students' thinking ability.What kind of class questions are good questions? What is the difference between the fresh and experienced teachers in the question factor and the classroom effect? How to guide the fresh teachers to shorten the cultivation time of this core accomplishment as soon as possible is the question that I want to explore at the beginning of this research.In the theoretical research stage,the author reviewed a large number of literature materials to review the research status of classroom questions at home and abroad.Then the concept of the thesis is defined.In the classroom observation stage,the author,referring to the previous research table of scholars,has revised and formulated the classroom observation table for this study.The author chooses 12 high school physics teacher,six fresh and six experienced,a total of 42 class in class.In order to avoid the effects of different courses,the author selectes 20 heterogeneous classes of these teachers to observe,and undertake a statistical analysis.The status of the fresh and experienced teachers classroom questioning can be summarized as follows: first of all,on the question of the timing,the fresh teachers do not do better than the old teachers,a lot of questions are forced and passive,which needs to be improved.Second,in terms of the content of questions,the questions of fresh teachers are less integrated than old teachers,their knowledge memory problems are more obvious,and the combination of their problem scenario set with real life is not quite close together.In terms of right answer,neither fresh nor old teachers do better,especially for fresh teachers,their questions are less instructive.These phenomena deviate from the idea that students are the subject of teaching and need to be adjusted and improved.Finally,on the issue authority,fresh and old teachers focus more on the textbook,the fresh teachers are especially serious.Based on the theory of constructivism,we should attach importance to the emotional experience in the study of students.In the aspect of problem authority,it is suggested that teachers can reach a conclusion through the discussion between teachers and students.Based on the above research,the author puts forward the optimization method for the questioning of high school physics classroom teaching.First,establish harmonious teacher-student relationship.Second,select the starting point of the question.Third,based on the heavy and difficult points,the problem setting should be integrative,exploratory,and can trigger thinking and discussion.Fourth,give students appropriate thinking time and positive geographic answers.For new teachers in question ability shows weakness,the author put forward the question ability from three aspects: theoretical study,communication in class,teaching reflection and case summary way such as accumulating improve classroom questioning ability.The shortcoming of this study is that fewer samples are selected.The author hope to improve in future studies.