Effectiveness Analysis Of Classroom Questions In High School Geography Teaching

Classroom questioning is a process of interaction between teachers and students.Effective classroom questions can not only ensure that teachers can successfully complete teaching tasks and achieve teaching goals,but also help students learn knowledge,gain wisdom,and promote emotional communication between teachers and students.Therefore,effective questioning is of great significance for high school geography classroom teaching.Under the guidance of relevant theories such as education,psychology and educational psychology,this paper analyzes the problems and causes in the current high school geography classroom questions through the use of literature methods and survey methods,and under the guidance of effective q uestioning principles.Put forward the strategy of effective questioning in high school geography classroom,and finally present the strategy of effective questioning in the classroom through the teaching design of a whole c ass.This article is divided into five parts.The first part is introduction.First of all,the research background is expounded from four aspects,including the requirements of the new curriculum standards,the psychological characteristics of high school students,the current situatio n of high school geography classroom problems,and the lack of research on high school geography classroom problems.Secondly is the purpose of the research.On the one hand,it enables geography teachers to recognize the importance of effective questions for geography classroom teaching,and on the other hand to provide specific and feasible questioning strategies for geography teachers.Thirdly,the significance of research is elaborated from theoretical and practical significance.Lastly is the research progress and the effective classroom problems at home and abroad.The second part is an overview of the high school geography classroom questions.By reviewing and collating the literature,it is based on previous research,the concept of classroom questions,effective classroom questions,and effective questions in the geography classroom were defined.This article is based on the constructivist learning theory,behaviorism learning theory and humanistic learning theory,this paper discusses the guiding significance of effective questioning in geography classroom.The third part is the analysis of the current situation of high school geography classroom problems.In order to understand the current situation of high school geography classroom questions,the students questionnaire and teacher interview outline were designed.According to the survey of high school students and first line geography teachers,the problems and causes in high school geography classroom questions were analyzed.The fourth part is the principle and strategy of effective questioning in high school geography classroom.According to the problems and reasons in the third part,the specific implementation strategy is proposed based on the principle of effective questioning in the classroom.The strategy includes four aspects: improving teachers' understanding of effective questions,designing effective questions in the classroom,effectively asking questions in the classroom,and creating a good classroom atmosphere.The fifth part is the teaching case design.Taking the section of the teaching material “Cultural Mountain Formation” as an example,the teaching design of a whole class is presented to reflect the specific application of effective questioning strategies in high school geography classroom teaching.The sixth part is the conclusion.It includes the conclusions and shortcomings of this study.