An Investigation On Questioning In The Junior Middle School Physics Class

Questioning is an effective teaching method,which is the most direct interaction between teachers and students in the classroom,and it is an important part of teaching activities.Teachers spread information through classroom questions.Teachers can get teaching content across to their students and get timely feedback.Questioning is also a good way to maintain the students' interest,develop creative thinking and makes the students' knowledge of the new and the old have an effective connection.In addition,teachers use questions to strengthen the students' ability to express,to invite their involvement in the classroom learning,to enhance their ability of information processing,to realize the positive transfer.Therefore,asking question is an important part of the classroom teaching in physical,which represents the teacher's understanding of classroom teaching and the students and the art of classroom teaching as well.Under the guidance of new curriculum,this paper is based on Communicative Action,Meta-cognition Theory,Constructivism,and humanistic learning theory which research on the question behavior of physics teachers in junior middle school.It is carried out to help find out the existing problems about questioning in the classroom by various means,such as questionnaires from students and teachers and case analysis.The author set up the teacher's classroom question evaluation scale,prompting teachers to reflect on their classroom questioning behavior through case analysis to improve the quality of classroom questioning.