A Study On The Effectiveness Of High School Chemistry Classroom Questions

A scholar has said that "students'mind is not a container to be filled, but a torch to be lit". Teachers are the guides of student's learning, like torchbearers lighting students, while classroom questioning is the spark to edify students'thought. Under the background of new curriculum reform, classroom teaching, considered as one of the most important ways of enlightening student's mind by a great number of scholars and experts, develops the student thought and strengthens the students-centerd and teacher-leading teaching pattern. Teaching is a science from the perspective of knowledge, also an art from the perspective of the teaching process. Fun and inspirational questions would undoubtedly bring classroom more vitality. For the teenagers who just enter high school, having a strong thirst for knowledge and curiosity of the unknown, the teacher must play the guide role well. The fun questions and illumination are used to arouse students' interest and attract their attention, so the efficiency of the classroom questioning is the key issue.The author combines a variety of methods to study the effectiveness of classroom questioning. By reading relevant literature, to understand the subject research situation at home and abroad, and recent progress in this respect in China,to determine own research. At the same time refer to the related education, education psychology, theory of classroom teaching etc. Laid a solid theoretical foundation for this study. Based on higher chemistry classroom as the research object, from two aspects of students and teachers, and adopt different methods. In the form of a questionnaire survey analysis of students' related to classroom questioning attitude, in addition to the two heterogeneous class with class teachers' problems are analyzed.This paper is divided into six parts, the first chapter is introduction, this part discusses the relevant topics background, the significance of research at home and abroad, and the roots and the present situation of research on this issue. The second chapter from the Constructivism learning Theory, HumanisticIearning Theory, Bloom learning Theory, and the Metacognition Theory, provides the theory support for effective classroom question. The third chapter, some scholars at home and abroad for the function and the principle of classroom questioning, and on this basis, the author summarizes the five questions. The fourth chapter, questions the effectiveness of the research and analysis, respectively from different factors analysis of the effectiveness of classroom questioning. The fifth chapter has carried on the questionnaire survey analysis to the students, with the aid of a key middle school in Xi'an two teachers' classroom empirical analysis study of classroom questioning. The sixth chapter, from the results of the analysis the current situation of classroom questioning should pay attention to the problems and some Suggestions are put forward. Hope the superficial nonsense of this study is to give front-line teachers and novice teachers provide some help.