Investigation And Ana Lysis Of Question Strategies Of Teachers In High School Biology Classroom

Classroom questioning is one of the most conventional methods in teaching activities,and it is also an effective means for teachers to convey information and feedback information to students and realize the interaction and communication between teachers and students.This research in the curriculum to cultivate students biology concept under the guidance of core literacy,aiming at the problems in current biology classroom teaching,using the method of sampling strategy and the analysis of the high school biology classroom quiz questions skill in the use of the status quo,hoping this study on the level of high school biology teachers classroom questioning strategies,improving classroom communication channel between teachers and students,and comprehensively improve the biology classroom teaching efficiency.In this study the questions of the classroom teaching a large number of literature at home and abroad are summarized,on the basis of the theory of education teaching strategies of classroom quiz to make judgment and defined,further through video footage and on-site observation high school biology classroom teaching,using the observation scale statistical analysis of all kinds of questions of biology class process after repeated many times to the present high school biology classroom questioning after checking strategy has made the detailed analysis.Applying modern teaching theory,this paper analyzes the chain of questioning and answering that appears regularly in class,and puts forward some teaching Suggestions to optimize the strategy of questioning in high school biology class,in order to provide valuable reference materials for teachers in first-line high schools.The samples were from 56 high school biology teaching video and high school biology classes observed on site.The author first compiled the observation scale based on the query of relevant materials,including five dimensions of question type,question expression,question object,waiting time and response mode.Then the author filled in the observation scale of each class accurately according to the actual situation,and finally summarized and sorted out the collected data.This topic analyzes from the following two aspects;The author first analyzed the current situation of high school biology classroom teaching questions from the above curriculum data on the whole.Further from the present teaching video lessons"teaching networks" as excellent teacher public class,will be ordinary live visit the biology classroom activity of normal class teachers,in the two levels of class example for mutual comparison of independent sample,using SPSS to independent sample T test and combined with the interview results of normal class instructor difference analysis,on the basis of further research conclusions.The results show that,on the whole,the closed questions raised by biology teachers are more than the open questions.The expression of the problem can be accurate and clear,but some problems are complicated and unclear.The proportion of questions answered by all students is too high,which fails to motivate all students to participate in the answers.The waiting time for questions is reasonable,which can leave students with appropriate time for thinking.For the vast majority of students' answers,the teachers all have reasons to answer,but the negative answer is slightly higher than the positive answer.From excellent teachers' open classes and teachers in ordinary normal class,the difference of the object types,expression of questions and ask questions,answer time and a way of the five dimensions based on the data from an independent sample T test analysis,the two appeared significant difference(P<0.05),indicating good teachers in the public class teacher questioning techniques used for class teaching is more mature than ordinary teachers in the normal course,controls the sex and actual effect is much better than the ordinary teacher,that level of ordinary biology teachers,questioning strategies need to be improved.The conclusion of this study is that there are many common problems in classroom teaching questioning strategies of high school biology teachers.They include too many closed questions,unclear questions,insufficient attention to individual differences of students,too short waiting time,and students' inactivity in answering questions.In addition,compared with ordinary biology teachers,excellent teachers in the public class than ordinary teachers in normal class more adept at the questions of classroom teaching,and ordinary biology teachers in the teaching process requires concise timing,clarity and effectiveness of classroom questioning,and in a timely manner after class reflection,constantly updated information channel,realize the classroom teaching questions skill enhancement,and on the basis of the formation of questioning techniques.