A Practical Study On The Effectiveness Of Questioning In Senior High School Physics Classroom

Classroom questioning is a basic teaching method in the physics teaching process of high school.Questioning in class can stimulate students' learning motivation,train students'physics thinking ability,train students' problem-solving abilities and problem-solving abilities.In the classroom questioning process,teachers can get feedback in time by asking questions,and then adjust the order of classroom teaching.The questioning session directly affects the teaching effect of the physics classroom to a large extent.However,in the teaching practice,the author found that the physics classroom questioning effect is not ideal.The main purpose of this paper is to explore the strategy of effective questioning in high school physics classrooms.It is hoped that it can provide practical and useful reference for classroom quizzes for high school physics teachers.At the same time,it hopes to help improve physics teachers'classroom questioning skills,improve teaching quality,and foster Students ask questions and solve problems.On the basis of consulting the questions in the class,based on the principles of constructivism,problem solving,and Babinsky's optimization theory,this paper defines the concept of questioning and effective questioning in the physics classroom,and discusses the function of the classroom questioning.The classification of classroom questions,the methods of classroom questions,and the effectiveness evaluation of classroom questions were discussed theoretically.In order to fully understand the status quo of high school physics classroom questioning,the paper conducts a questionnaire survey from the perspective of teachers and students.The analysis of the survey data shows that the problems existing in high school physics teachers' questions in the classroom include:(1)physics teachers'pre-classification design With a weak sense of consciousness,it is necessary to strengthen the active presupposition of the questions before class.(2)In terms of questioning and designing,teachers can create certain problem situations to attract students' interest.However,the problems are more difficult and the difficulty level should be set.(3)The atmosphere in the classroom is not active enough,the enthusiasm of students participating in the classroom is poor,and the interaction between teachers and students is insufficient.(4)The teacher's arbitrariness in the classroom is large,and the questioning subject can be comprehensive,but the questioning subject is free.(5)The role of classroom questions is not significant,and students do not think enough time.In order to improve the status quo of high school physics classroom questions,the following strategies are proposed:(1)Enhance teachers understanding of classroom questions before ande after class.Concrete ways to raise awareness are:1 Actively presuppose questioning sessions before class.After class,we will seriously reflect on the questioning session.(2)Strategies for optimizing effective physics classes in class are as follows:1 Reasonably create problem situations.2 design questions skillfully.3 Both speech act and non-verbal act are equally important.4 Enrich the forms of answering.5 Focus on students' emotions and feelings.6 Cultivate students' ability to ask questions and solve problems.Applying these classroom questioning strategies to practical teaching,the practical study class is Senior Grade one,Class 14 in the second half of the semester taught by the author.This class is a science general class at the county level middle school.After the author's teaching practice,through interviewing students,he learned that the questioning strategies proposed in this thesis will help improve the teacher's classroom questioning skills,improve classroom teaching effects,and improve students' ability to ask questions and solve problems.