Research On The Present Situation And Strategies Of Questing In Junior Physics Classroom

Classroom questioning,as an important branch of junior high school physics classroom interaction,is the most common teaching method used by front-line teachers,with complex problems and abstract types of problems.Effective classroom questioning can break through the barrier between "teaching" and "learning",weaken the obstacle of students' learning physical knowledge,and enable teachers and students to achieve communication and efficient interaction.It can help teachers to collect and deal with the information of learning situation in the course of teaching,and lead students to explore thinking step by step,which can help teachers to achieve professional growth,help students "get out of the shackles of" subject knowledge,and harvest all aspects of development.This research is based on the junior middle school physics classroom teaching,proceeding from the training goal of "students' development core literacy",carrying out the educational concept of "student-based classroom".On the basis of the theoretical summary of the current research situation at home and abroad,this research is supported by the psychological and educational teaching achievements such as "constructivism","learning generation","self-efficacy",and feedback through the "questionnaire" on the front line of teaching.From the perspective of teacher-student relationship in classroom questioning,this paper summarizes many obstacles in classroom questioning,and accurately grasps the current situation of the implementation of Classroom Questioning Teaching in junior high school physics.Through the integration of the research context,from the perspective of all-round teaching activities,a total of 6 1-level strategies have been condensed,including 16 2-level strategies.Comparing with similar studies,under the guidance of theory,this study interprets the operability of questioning strategies with more than ten teaching scenarios such as "melting and solidification","vaporization and liquefaction","light refraction","density","atmospheric pressure","buoyancy","lever" and "motor" as auxiliary materials.In the teaching reflection strategy of classroom questioning,this study originally designed a "junior high school physics classroom questioning teaching reflection test form",to a certain extent,it provides a more scientific and professional reference for teachers' reflection in classroom questioning teaching.