A Comparative Study Of Classroom Questioning In High School Chinese Novice Teachers And Expert Teachers

Classroom questioning is an indispensable part of teachers? teaching activities.Through classroom questioning,teachers can understand students? knowledge base level and thinking development stage,regulating their own teaching language.Students can increase knowledge base,improving oral expression ability,and improve thinking quality and level in the process of interaction with teachers and classmates.Improving the level of questioning is the way for novice teachers to become expert teachers,but there is a gap between novice teachers and expert teachers in the ability of classroom questioning.Therefore,it is necessary to make a comparative study of novice teachers and expert teachers from the perspective of classroom questioning,comparing the differences between novice teachers and expert teachers in classroom questioning,analyzing the reasons for the differences,and put forward improvement strategies to improve novice teachers? classroom questioning level and narrow the gap between novice teachers and expert teachers.This study is based on Babanskys' “teaching optimization” theory and Socrate'“midwifery”,using literature,observation and interviews.By collecting,collating and analyzing the literature about classroom questioning and comparison between novice teachers and expert teachers,I compiled the dimension of this study,the observation table,interview outline and interview outline of novice and expert teachers.Six teachers(including three novice teachers and three expert teachers)in the first and second grades of a high school were observed for 84 normal classes.From the three dimensions of classroom questioning content,method and answer.9 observation points were observed and analyzed for novice teachers and expert teachers.In addition,6 teachers and 10 students were interviewed and analyzed to make up for the lack of classroom observation.This study includes six parts.The first part is about the proposition of the problem,the significance of the research,the research summary at home and abroad,the theoretical basis and the definition of the concept.The second part is the research methods,including literature,observation and interview.The third part is the comparative results and analysis of classroom questioning between novice Chinese teachers and expert teachers in senior high schools,including observation and analysis,interview results and analysis.The differences between the two kinds of classroom questioning are reflected in the fields of questions,the level of questions,the order of questions,waiting time,the number of questions asked at a time,the attitude of answering questions,and the opportunity to question.The fourth part is based on the results of the study to explore the reasons for the differences between novice teachers and expert teachers in classroom questioning.The fifth part is based on the differences between novice teachers and expert teachers to propose countermeasures to improve the level of classroom questioning.Novice teachers include: raising clear and definite questions;increasing the number of high-level questions;eliminating the phenomenon of first nominating and then asking questions;arranging waiting time reasonably;avoiding two or more questions at a time;avoiding the phenomenon of negative reasoning;and forming a class atmosphere of students active questioning.Expert teachers include: giving students more opportunities to express themselves;providing guidance for novice teachers to ask questions in class;forming a friendly mode of mutual assistance with novice teachers;increasing the frequency of reflection,expanding the scope of reflection,and maintaining the habit of reflection.The sixth part is the conclusion,innovation and reflection of this study.