Research On Effective Questioning In High School Geography Classroom Teaching

Classroom questioning is one of the important behaviors of classroom teaching,which has important significance to help teachers to organize the teaching and to deepen the students' learning.The research on classroom questioning in the past employs the qualitative method. There is no uniform standard to evaluating the teachers' classroom questioning. Researchers understand the present situation of geography classroom questioning in senior high school by investigating and make suggestions on effective questioning in the classroom.This paper attempts to employ the method of classroom observation to study geography classroom effective questioning in senior high school. Firstly,this paper confirm the value pursuit of classroom effective questioning in senior high school which include promoting the development of students' thinking, realizing the good interaction between teachers and students and promoting teachers' professional development.The diagnostic of validity of classroom questioning must be based on scientific evaluation criteria.This paper tries to construct the evaluation criteria of geography classroom effective questioning in senior high school from the perspective of geography, which including 3 first class indicators, 8 second class indicators and 28 evaluation standard content.The first class indicator includes the validity of classroom questioning preset, the validity of classroom questioning implementation and the validity of classroom questioning effect.The validity of effective questioning, questioning language and effective students' answer can reflect the characteristics of geography.Through the combing and analysis of the scale of classroom observation, "effective questioning behavior"observation scale belonging to digital classroom observation platform has been chosen as the observation tool which is used to record and analyze the behavior of classroom questioning.This study select 30 lessons from Geography in grade one of high school.Based on the years spent teaching, 10 types of novice teachers, experienced teachers and expert teachers will be selected. Analyzing the data and teaching fragment should be done in the stage of teachers' questioning, wait time, students'responding and teachers" answering. The evaluation refer to the average of observed data to diagnose classroom questioning as effective, inefficient or ineffective question.The differences and problems of teachers with different professional development level in classroom questioning will be found. On this basis,we select a lesson of the expert teacher and present the process and design thinking of classroom questioning. Based on the evaluation criteria of geography classroom effective questioning in senior high school,the study analyze the effective questioning of expert teacher, which provides a model of effective questioning in high school geography classroom. Finally, aiming at the existing problems, this paper put forward the effective strategies of questioning in senior high school geography classroom which includes the problems design strategies,classroom questioning implementation strategies and classroom questioning reflection strategies of high school geography classroom questioning. For senior high school geography teachers,classroom questioning should design the problems of diverse types. The questioning language should be effective.The problems should reflect the geographic features.Teachers should give students enough time to think,evaluate and improve students' response and cultivate students' awareness of the problem. Geography teachers should establish a cooperative community and learn to self-reflect in classroom questioning.