Questioning The Case Study Applied In Junior High School Biology Classroom Teaching

The new curriculum reform requires that biology teaching should be student-oriented and teacher-guided, teachers should not just impart knowledge to students, and students are not passively accept all the content of teachers ,classroom teaching is a process of mutual communication, and persisted-questioning in teaching is an important part of communication between teachers and students. Through the active application of persisted-questioning in class, teachers can embody the student-oriented educational concept, and individualized teaching in which teachers teach students in accordance with their aptitude, and provide students with developing space for their logical thinking. What is the current situation where persisted-questioning method is employed in our junior middle school biology class?The author has consulted a large number of literatures. With the direction of the theories in dialogue teaching,theories in cognitive psychology and the relevant scientific theories, this paper has defined the concept of "class persisted-questioning behavior",determined the method of observation as the main research method,and determined the object of the case study. And the observation record table is designed according to the literature data and the characteristics of class persisted-questioning.This paper explores the use of persisted-questioning in the teaching in junior middle school biology class on the basis of the analysis of the biological class persisted-questioning, combined with the specific data and class teaching segment.The paper points out the major problems with persisted-questioning in current biology classes: (1) Lack of persisted-questioning; (2) Irrationality for target students; (3) Low level of questioning thinking; (4) The main functional of persisted-questioning to stimulate students' thinking; (5) Lack of enlightenment; (6)Shortage in waiting time after persisted-questioning;(7) Lack of assessment after answering, and therefore finds out the cause through individual interview with teachers and students, mainly including teachers' understanding of persisted-questioning, teachers' pre-design of class teaching,the chances of persisted-questioning and the question Setup, lack in skills training, etc. Finally,according to the current problems and the reasons from which they come, The paper puts forward some proposals on persisted-questioning in the junior middle school biology class : (1) To build up the consciousness of scientific persisted-questioning; (2) Accumulation of theoretical knowledge of persisted-questioning; (3) Learn from experiences to improve the skills of persisted-questioning; (4) Apply persisted-questioning knowledge to the practice of class teaching, The author puts forward some practical suggestions Include contact the students' reality, grasp the opportunity to ask questions, wait patiently, and assess in time.