Research On The Effectiveness Of Designing Junior High School Science Classroom Questions

In the junior high school,‘Science' is a comprehensive basic curriculum that reflects the essence of science.In the nature and science learning field of elementary and secondary school in Shanghai,it plays a role of connecting the curriculum ‘Nature' in elementary school with ‘subject curriculum'.According to the curriculum requirement,posing and solving the question is attached great importance in Science curriculum.Science Class is where the science education takes place.And asking questions in the class is an important approach to cultivate the sense of query and to stimulate the creativity of the students.The question design in Science Class is a crucial part and an important method.So nowadays,the lack of it creates a bad influence to the students' study interests and effectiveness.Improving the availability of the question design in Science Class in junior high school can meet the needs of the students,the teachers and the teaching innovation as well.This thesis uses literature research methodology,questionnaire methodology,interviewing methodology,action research methodology and probability methodology.It takes the students and the teachers in the junior high school as the research objects.It also conducts the current situation survey and the analytical investigation focusing on the availability of the question design in Science Class.It locates the problems of the question design exist in Science Class.It also produces and practises the teaching strategies and provides the advise to the teachers on the front.After the questionnaire and the interviewing investigation,it's obvious that students are fond of science class but they are lack of activeness.The students have better expectation for the question design in Science Class.Science teachers should improve the qualities and quantities of the questions in the class.The improvement of the question design in Science Class need text study and professional guidance.Based on the problems found in the interviewing investigation and questionnaire,the thesis puts forward the strategies for the availability of the question design in Science Class in the junior high school: 1.When the question design is being done,teachers should take students' subject knowledge into full consideration,attach great importance to their prior knowledge and design questions with different levels and master the skills of questioning.2.When the question design is being done,teachers should make full sense of the text essence,focus on the teaching theme,design the situational and open-ended questions and activate the students to think.3.When the question design is being done,teachers should get texts and students involved,raise questions appropriately and be a guide 4.All the teachers should associate together to enhance the effectiveness of teaching research and should also think deeply,detail every teaching plan for question design and aim to improve the effectiveness of science teaching.After a one-semester practical action based on these strategies,the questionnaire survey is taken again.We count,compare and analyze the two sets of data and get the conclusion.1.The improved teaching method has enhanced the effectiveness of classroom questioning.2.The new teaching method has been more popular among the students.3.The new teaching method has aroused the students' interests in learning science.4.The new teaching method has activated the students to answer the questions.5.The new teaching method has promoted the students to better understand the text knowledge.6.The new teaching method has helped the students to have a better command of the learning content.This research shows the importance of improving the availability of the question design in Science Class.And it puts forward the further thinking of the intensive research on the availability of the question design in Science Class in the junior high school.