The Case Study Of High School Chemistry Effective Classroom Qusetioning

The interaction between teachers and students plays a important role in classroom teaching.The main and the most commonly used way of interaction in the classroom between teachers and students is classroom questioning.There are many problems at present in classroom questioning that influenced the development of effective teaching.“How to optimize classroom questioning” is the urgent problems in the reform of classroom teaching in current.This study combing the research status of effective classroom questioning at home and abroad,on the basis of discuss the definition,elements and characteristics of chemical effective classroom questioning.I selected three chemistry teachers in school B at city A as the research object,taking senior one chemistry teaching of“ionic reaction” as an example,using case analysis,classroom observation and interview method to investigate the present situation of teacher's classroom questioning analysis of existing problems.Research shows that looking from the design of questions,the most questions are for diagnosing teaching,openness questions are more than closed questions,lacking of high level question such as creating evaluation question.It is shows that teachers focus too much on the role of questioning in the knowledge memory,ignoring the function of enlightening students' thinking.Looking from the implementation process of questioning,the expression of teachers' questions are not clear,resulting in students lack of focus and the core point of view to answer questions.Looking from the reflection,there are some differences between the presupposition classroom questioning and practical teachers' classroom questioning,it is shows that teachers lack of reflection on classroom questioning behavior.Looking from the point of teachers' understanding of effective questioning,mainly reflected in the purpose and the function of effective questioning,lack of the knowledge about the strategies of chemistry effective classroom questioning,it is suggests that the teachers' theory of classroom teaching quality need to be promoted.In short,looking from the analysis of three teachers' characteristics about the design of classroom questioning,the implementation of theclassroom questioning,the reflection of classroom questioning,and the recognize of classroom questioning,it can be concluded that teachers have begun to pay attention to through the “ionic reaction” teaching provide training of macro identification and micro analysis of chemical quality thinking for students,but lack of deep thinking about how to set effective problem to inspire students thinking and deepening the understanding of students.Therefore I put forward the strategies to improve classroom questioning : Be sure the expression of questions are clear and targeted;Designing more openness questions to cultivate students' divergent thinking;Creating appropriate question situation to stimulate students' interest in learning;Asking different questions according to the level of student;Pay attention to guiding students to find and ask questions to cultivate students spirit of questioning,;Be active in responding to the students' answer,and support appropriate guidance and evaluation for students;Including the experience in time,rethinking the steps of designing classroom questioning;Discussing in depth,rethinking the steps of classroom questioning implementation.