Research On The Practice Of Question-asking Teaching Method In Biology Classroom Teaching In Junior Middle School

Since the new curriculum reform,the effective classroom teaching has become the ideal pursuit of teachers.Classroom questioning,as one of the important means of classroom teaching,has drawn much attention of many scholars.Effective classroom questioning can't interest in students' learning,enlighten students' thoughts,promote their thinking ability,help them understand new knowledge and cultivate students' ability of language expressing;It can also help teachers to learn about students' learning situation and have a better management of the classroom.However,there are still many problems in classroom questioning in biology teaching.Although many scholars have proposed some strategies to solve this problem,in practical research,there is still a lack of systematic research.To solve this problem,the author applies the theory of "quality questioning teaching method" to the biology teaching in junior high school.By doing so,the author hopes to provide practical base for the later researchers and some reference for the teachers in real classroom teaching.This essay is divided into five parts:The first part is introduction,which mainly elaborates the research background,significance and the definition of questioning teaching method.At the same time,this part sorts out and analyzes the current situation and achievement of researches both at home and abroad.The second part expounds the problems existing in classroom questioning in biology class(such as adequate preparation for the problem,random questioning,lack of time for students to think about the questions,etc.)This part also demonstrates some teaching strategies of solving this problem by using the method of quality questioning.It includes preparing questions,raising questions,waiting and leaving time for students to think,providing feedback and reflection.The third part elaborates the practical research on the quality questioning in classroom teaching: the author chooses three knowledge fragments and one real classroom teaching to explain the practice of this teaching method.In the fourth part,based on the research of the literature review,the author determines the observation points of the class and designs the observation scale to observe and record the performance of the students in the classroom.The author also sorts out and analyzes the data collected from the students' performance in finishing the homework.The fifth part draws the conclusion of this research.