Research On Blending Curriculum Design Of Improving Ability Of Asking Questions Of Beginning College Teachers In Classroom

As the main force of college education,the beginning teachers in colleges have far-reaching influence on college education.The first few years of teachers' career are the special stage of teachers' professional development and an important period to promote the professional development of teachers.As an important teaching method,classroom questioning is an important means of communication between teachers and students.It is also a teaching skill that must be possessed by the beginning teachers in colleges.Whether or not you have a strong classroom questioning ability is also a yardstick for testing the professional qualities of the school's beginning teachers and the quality of classroom teaching.This research takes the beginning teachers of colleges as the research object.Through the classroom observation,in-depth interviews and other methods from the design of classroom problems,the skills of classroom questions and the reflection of classroom questions,the status quo of the classroom teachers' ability to ask questions in colleges is summarized.Based on the analysis of the status quo and needs of the firsttime teachers in colleges,Under the guidance of the blending learning concept,combined with the relevant knowledge of instructional design theory,A blending curriculum plan that meets the classroom questioning ability of t beginning teachers in colleges is designed to solve the problems and deficiencies of the college teachers in the classroom,and to improve the classroom questioning ability of the beginning teachers in colleges.This study is divided into six parts:The first part is the research introduction,which elaborates the research background,the significance and purpose of the research,explains the research methods used in the research,and lays the foundation for the subsequent related research.The second part is a literature review,which discusses the domestic and foreign research status of the initial teachers in college,online course design and mixed learning.The third part of this research is mainly the theoretical basis research,expounding the zones of proximal development,constructivism,social interaction theory,ADDIE and other theories involved in this research,which provides a solid theoretical foundation for this research.The fourth part of the study uses classroom observation,questionnaire survey and in-depth interviews to analyze and study the current situation of the classroom teachers' ability to ask questions and the actual needs of the initial teachers for the blending curriculum.The fifth part is the design and development stage of the course.Combined with the analysis and research on the classroom questioning ability of the college teachers,based on the status quo and needs analysis,the process of curriculum design under the mixed learning mode is determined.The initial teacher's classroom questioning ability curriculum design plan and select the course case to design and implement the online course.The course is implemented based on the design results of the case study.The sixth part of the research conclusions and deficiencies summarize the main research conclusions and research deficiencies of this study and propose further research ideas.