Research On The Behavior Of Classroom Questions In High Quality Chemistry Cases

This article summarized the domestic and foreign relevant literature about the high school chemistry classroom asking questions,based on interviews with teachers and teaching practice research,found that effective classroom questioning is an important way to improve the classroom efficiency,but many classroom questioning are existed in the teaching practice myth.To this end,the "Research on the behavior of classroom questions in high quality chemistry cases." is chosed as writer's thesis topic,in order to front-line teachers to improve the effectiveness of classroom questioning to provide a new reference point of view.The author through the literature research and the analysis of the questions about quality class chemistry class,found that their classroom questioning behavior is worthy of learning and reference.In order to drive students to make effective response and cause deep thinking,the various behaviors and ways of teachers' questions in chemistry class is focused on by this paper.Through the design of effective problem ability,the effectiveness of classroom questioning is realizedThe first part of this paper expounds the background,research status at home and abroad,main research train of thought and method of the problems.Lay the groundwork for the following writing.The second part is the theoretical analysis.Two aspects of teaching theory and education psychology are analyzed in this chapter to expound the questions of the classroom teaching behavior and high-quality classroom building.The third part is the research on the connotation of quality chemistry question classroom.Through the research and analysis,it is suggested that the characteristics of presupposition,openness,creativity,interactivity,heuristic and hierarchy should be included in the quality chemistry class questions.Two analysis directions— problem design strategy and implementation strategy of class questioning behavior are presented for the subsequent research and analysis.The fourth part is the practice of high school chemistry classroom questioning research.Based on the observation of the classroom questions designed by six teacherswith same classes and different classes,two primary indicators—problem design strategy and implementation strategy of class questioning behavior are analyzed and evaluated in this part.The fifth part is the conclusions of this study.