A Case Study On The Development Of Novice Teachers' Questioning Ability

Teachers' ability to ask questions in class is an important part of teachers' professional competence.The current in-depth reform of classroom teaching also requires higher efficiency of teachers' questioning in classroom teaching.However,novice teachers lack experience accumulation and practical reflection,which makes their classroom questioning ability significantly weaker than mature teachers and expert teachers.At the same time,under the background of classroom teaching reform with teachers' in-depth teaching and students' in-depth learning as the basic means,the development and research of teachers' questioning ability is particularly important.In this context,the purpose of this study is to explore how novice teachers develop their classroom questioning ability.In order to achieve this goal,the author carries out research through the following aspects.Firstly,through literature review and review of relevant research,this study finds the starting point and direction of this study,and defines the core concepts in this study.Secondly,on the basis of literature research,the connotation of teachers' classroom questioning ability is defined as the theoretical basis of this study.Then,this study is a narrative study of the object of study,through which the stories and experiences in the process of the development of novice teachers' classroom questioning ability are presented and interpreted,so as to explore the specific context of the development of novice teachers' classroom questioning ability.This study mainly defines the connotation of teacher's classroom questioning ability from three aspects: the definition of teacher's classroom questioning ability,the composition of teacher's classroom questioning ability and the nature of teacher's classroom questioning ability.This study holds that teacher's classroom questioning ability refers to the individual psychological characteristics of teachers in classroom questioning activities,based on certain classroom questioning knowledge and classroom questioning skills,to promote the smooth and efficient achievement of teaching objectives,and to promote students' life development.According to the process of teacher's classroom questioning activities,this study divides teacher's classroom questioning ability into three parts: teacher's classroom question design ability,teacher's classroom question-asking ability and teacher's classroom question-answering ability.This study also believes that the development of teachers' classroom questioning ability should reflect the effectiveness of classroom questioning and the ethical nature of classroom questioning.Based on the purpose and content of this study,the narrative research method is adopted in this study.Through the analysis of narrators' stories and experiences,the explanatory understanding of the development process of novice teachers' classroom questioning ability is obtained.After a narrative study of the object of study,this study explores the internal and external factors of the novice teacher's classroom questioning ability development,and then constructs the basic mechanism of the novice teacher's classroom questioning ability development,namely the internalization mechanism and the reflection mechanism.Finally,based on the development of G teacher's classroom questioning ability,the author puts forward some strategies for the cultivation of novice teachers' classroom questioning ability and the paths for the development of classroom questioning ability.This study is limited by the nature of the study and the research methods and means it chooses.It does not pursue the generality of the research conclusions,but hopes that the results of the study can give some inspiration and help to the future novice teachers,and also contribute to the novice teachers' research and classroom questioning research.