Investigation And Analysis Of The Present Situation Of Questioning In Chemistry Classroom Of Senior High School

Classroom questioning is the most commonly used and main teaching method in teaching.Questioning is the carrier throughout the whole process of chemistry teaching.It is a bridge connecting the thinking activities of teachers and students,and also an important way to guide students to learn.Taking 40 chemistry classes of A senior high school in Dalian as the research object,this paper uses the general senior high school chemistry classroom questioning observation scale,obtains the data about the status of A senior high school chemistry classroom questioning through classroom observation and interviews,and carries on the statistical analysis to the data.It is found that there are some problems in the chemistry classroom questioning of A senior high school in Dalian,such as too little students' active questioning,lack of real problem situations for teachers' questioning,fewer questions to stimulate students' interest,too many closed questions,low cognitive level of questions,fewer questions to be discussed by students in groups,unreasonable ways of calling and answering,and inappropriate ways of teachers' rational answering.Based on the analysis of existing problems and literature research,this paper puts forward some suggestions for questioning in chemistry classroom: to guide students to ask questions actively and give full play to their leading position;to create real problem situations,to increase open questions,to increase high-level cognitive questions,to make clear the purpose of questioning,and to properly increase the number of questions that stimulate students' interest in learning;to face all students as much as possible when questioning.Increase the number of questions answered in group discussions;Teachers should give proper answers and timely guidance to students.