Research On Teacher's Questioning Behavior In Physics Classroom Teaching In Junior Middle School

Since the beginning of 2015,we have established a curriculum reform direction with the goal of developing students' core literacy and exploring the connotation and training methods of the core literacy of the discipline has become a hot topic in the classroom teaching research of various disciplines in China.The core literacy of physics is a key component of scientific literacy.From the 2011 edition of the Junior Middle School Physics Curriculum Standards,it is known that scientific inquiry teaching can cultivate students' scientific literacy.A good questioning can promote the progress of scientific inquiry and help the cultivation of students' core literacy.At the same time,physics is a discipline that emphasizes the principle of things.In the process of student research,teachers use inquiry to stimulate students' thinking and arouse their interest in inquiry,to help students think more deeply and comprehensively about physical issues and grasp the nature and laws of physical things.So the questioning is still very helpful for promoting the development of students' thinking and improving the teaching effect of junior high school physics classroom.At present,there are few studies on the application of quests in physics,so the junior high school physics classroom is very necessary for research.This thesis is divided into the following five parts:The first part introduces the background and significance of the topicselection,and combs the research status of domestic and foreign scholars on classroom questioning,and the research purposes and methods of this paper selection;The second part expounds the concept of junior high school physics classroom questioning and the theoretical basis of this research,including recent development zone theory,constructivist theory,and reinforcement learning theory;The third part is to deeply understand and quantify the current situation of junior high school physics classrooms,and find that the following problems exist in the actual teaching process:The object of questioning is unreasonable;the problem of questioning is low;the function of questioning has a serious tendency;the evaluation after questioning is insufficient;the waiting time after questioning is too short,and the reasons for these shortcomings are explored;The fourth part mainly proposes corresponding improvement strategies based on the problems found in the previous section: creating a good questioning environment;the problem design should be based on improving students' scientific literacy;the problem design should conform to the students' cognitive development law;the design of the problem should thoroughly understand the content of the textbook;the timing of the question and the selection of the object should be appropriate;The fifth part is the summary and outlook of this research..