Research On Effective Physics Questioning In Senior High School Based On SOLO Theory Accomplishment

Classroom questioning is one of the important ways to achieve teacher-student interaction,understanding and dialogue,and also an important method to promote classroom teaching and deepen curriculum reform.In classroom teaching,teachers ask questions to promote students' thinking development and promote students to achieve the expected goals.In particular,under the new curriculum concept,classroom teaching has undergone a significant change from the previous "teacher as the main body" to "students as the main body".Thus,how to realize the effectiveness as possible questions? This paper attempts to study effective questions in high school physics class based on SOLO classification theory,aiming to provide references for teachers' question evaluation and improvement of question design and implementation in physics class.This research consists of six parts:The first chapter: introduction.This chapter on the basis of analyzing the research background and significance,adopt literature analysis method combing of the current research on high school physics classroom teaching questions research status at home and abroad,to SOLO classification theory development are summarized at home and abroad,sums up the existing research achievements and shortcomings,and established in this paper,the research train of thought.The second chapter,SOLO classification theory and an overview of the high school physics effective question.This chapter first elaborates the deep connotation of SOLO theory and explains its value orientation in evaluation.The second is based on theoretical physics SOLO effective questions related to the core explanation and theoretical definition of the concept.Summarize and summarize the high school physics effective question pattern chart based on SOLO classification theory,and guide the scale construction and classroom observation in chapter 3 and 4.The third chapter,based on the SOLO classification theory of the construction of the high school physics question effective evaluation questionnaire.Under the guidance of the construction principles of "goal",theory,discipline,subjectivity and development,and based on the SOLO classification theory,this chapter selects four first-level indicators such as "question chain design","asking","waiting and calling" and "evaluation and feedback" to preliminarily construct the high school physics effective question evaluation scale.On the basis of consulting some physics education experts,the scale is improved to provide evaluation tools for classroom observation and evaluation in the following chapters.The fourth chapter,An analysis of the current situation of high school physics classroom question evaluation based on the self-made scale.In this chapter,high school physics classroom observation and evaluation based on SOLO classification theory is carried out.Taking Lenz's law as the research subject,five national young teachers' competition classes are selected as sample classes for questioning and evaluation research.The evaluation results are analyzed and summarized.The fifth chapter,high school physics based on the theory of the SOLO classification questions improvement strategy effectively,based on the interview results,this chapter comprehensive first-line teachers,puts forward reasonable improvement strategies and training scheme.The sixth chapter,conclusion and prospect.