Effective Questioning Research In High School Biology Classroom Teaching

Classroom questioning is a frequently used teaching method in the teaching process,It can not only check the students' learning situation,but also can stimulate students' interest and cultivate students' thinking ability.It is an integral part of the high school biology classroom teaching process step,has a positive effect on students' learning,teachers use classroom questions properly,can help students understand the content of the whole class,otherwise counterproductive,questioning not only did not play its role,but will occupy a certain time for teaching the teaching tasks can not be completed on time.This article has carried on the preliminary inquisition to this,but the result has shown many problems,which has seriously affected the teaching quality.Below I from the following several aspects to elaborate this article(?)objective : based on high school students as the research object,investigation,research and analysis of senior high school students in question in the classroom teaching of biology,to study to improve the high school biology classroom effective questioning strategies to help students understand the textbook knowledge to use.This study plays a very important role in biology teaching in senior high school.It can not only make the students grasp the knowledge quickly,but also grasp the important and difficult content of a lesson.(?)method: in this paper,the problem of questioning in senior high school biology teaching as a starting point,through the study of the status quo at home and abroad to find the problem and put forward the implementation of effective questioning strategies.The research ideas of this paper are as follows: first,find and draw on a large number of relevant theoretical research results,combined with the theory of pedagogy and psychology,to seek the theoretical support of the research on Effective Questioning in senior high school biology classroom.Second,the production of the relevant questionnaires and interviews,to be recovered after careful analysis and summary.Third,the design of effective classroom questioning strategies,including how to design problems,how to implement and related evaluation.The research methods used in this paper are as follows: literature review,classroom observation,questionnaire and interview.(?)Result:by the teacher lectures,study the different forms of questionnaire surveyfound: students of biology and feel their performance in the classroom,the students on the perception and evaluation of biology teachers,students of Teacher Questioning in biology classroom expectations,content and so on,there are different degrees of difference.It also establishes the implementation of effective questioning strategies.(?)Conclusion: Through the observation and experiment of the effective questions in high school biology class,the feasibility of the effective question strategy implementation is proved by this research.If the teacher in class according to the proposed problem design principles and implementation strategy and effective questions,then on to improve students' academic performance can have twice the result with half the effort,also can arouse the students' interest in learning biology.First,the high school biology classroom questioning should be from a single only to check the students' knowledge,to pay attention to the cultivation of the students' interest in learning biology,biology,the development of subject thinking.Secondly,to improve the effectiveness of the questions in high school biology class,we should follow certain design principles and implementation strategies.The principle of problem design mainly refers to the problem of design,"essence","hierarchy","logic" etc.Implementation strategies include a clear purpose of asking questions;Design problems and raise the problem level;Using class question strategies;Prompt reflection after questioning;Establish a classroom effective question evaluation system.Through teaching practice,these strategies are effective and can strengthen students' grasp of knowledge.Third,because my ability is limited,also appeared in the process of exploring the many deficiencies,such as literature search is not comprehensive,evaluation system of the high school biology classroom effective questions just give Suggestions,did not give a more detailed evaluation content,etc.In the process of writing papers,I feel my lack of theoretical knowledge,language skills,unable to accurately express their views,so,these is the focus of my study in the future.