The Research Of Questioning Strategy In Physics Teaching Of Middle School

Since ancient times,questioning is an important strategy in classroom teaching and plays an important role in classroom teaching.Reasonable questioning can not only stimulate students' interest in learning,consolidate the knowledge learned by students,inspire students' thinking,develop students' oral expression ability,but also help teachers master the learning and control the classroom.However,through the research,the author found that in the current physics teaching of junior high school,there are still many problems that the teachers use in questioning.At present,there are not many research questions about middle school physics classroom.Many studies are limited to theoretical research.There are not many case studies,and most of them focus on the new classroom teaching.The author uses the literature method to sort out the connotation,function,classification and general process of classroom questioning so as to get a preliminary understanding of the research status quo of the subject.In order to clarify the current situation of junior middle school physics classroom questioning,the author conscientiously designed the questionnaire based on the results of other researchers and sought to obtain the true data objectively reflecting the status quo.On this basis,in the daily teaching practice,the author attempts to use the existing classroom questioning strategies in different classes such as new course teaching and exercises teaching,and conducts teaching reflections after class to conclude.In the collision of theory and practice,gradually formed some valuable case studies.While paying attention to the teaching goal of knowledge level,the author also pays attention to the growth of student's psychology and thinking ability.In the case analysis,I not only pay attention to the logical structure of knowledge,but also seek its theoretical support,and pay attention to students' cognitive rules.Studying the strategy of classroom questioning can not only help teachers understand the questions in the classroom theoretically,but also provide reference for teachers to use classroom questions in the practical teaching.