The Research Of High School Geography Classroom Questioning From The Perspective Of In-Depth Learning

As the concept of teachers' classroom questioning,in-depth learning guides teachers' behavior of classroom questioning,and at the same time,it is also the idea and grasp of the core literacy of geography classroom,through the link of classroom questioning.So that students' knowledge learning and literacy cultivation to achieve synchronous development.Therefore,from the perspective of in-depth learning,this paper discusses teachers' classroom questioning,which provides conceptual support and methodological guidance for classroom questioning,and embodies the concept of teaching reform in the classroom teaching process to achieve the goal of teaching reform.Taking classroom observation as the main research method,this paper investigates and studies classroom questioning from first-line senior high school geography classroom records.First of all,from the perspective of in-depth learning,combined with the characteristics of geography,this paper constructs the classroom questioning observation index system,determines three dimensional indicators,eight key factors indicators,and 42 record indexes,thus formulating the detailed contents of the scale.Kendall Harmony coefficient was used to test the reliability of the scale.Secondly,Characteristics based on depth learning,this paper discusses the value pursuit of geography classroom questioning,and determines the eight principles of classroom questioning from the perspective of deep learning,which can be used to evaluate the effectiveness of geography classroom questioning Standard.Through constructing the index system of classroom questioning and observation,selecting the relevant teaching contents in the teaching materials of the people's Education Edition,the author makes a classroom observation on the 12 lesson cases of new-hand teachers and skilled teachers.Based on the eight principles of classroom questioning from the perspective of in-depth learning,this paper makes a quantitative and qualitative analysis of the results of classroom observation,and points out the characteristics and problems of new-hand teachers and skilled teachers in classroom questioning.Among them,quantitative analysis is based on statistical frequency and percentage,combined with the results ofindependent sample T-test,to analyze the differences between rookie and skilled teachers in all aspects of classroom questioning.The qualitative analysis is from the newcomer type teacher and the skilled type teacher's The classroom teaching fragments begin to analyze the different behaviors of classroom questioning according to the subject content,teaching thinking and teaching characteristics,and finally come to the conclusion that classroom questioning has some problems in promoting students' in-depth learning.Including the lack of thinking depth behind the low cognitive problems,the unclear teaching ideas under the integration of core issues,the problem logic does not conform to the inherent logic of knowledge,and the goal of the problem remains more on the level of knowledge.Can't ask questions according to the students' thinking path,lack of attention to the individual differences of students and so on.According to the existing problems,the problems of different levels of the design are designed,the integration teaching under the guidance of the core problem is searched,the problem chain is set at the combination of the knowledge logic and the cognitive characteristics of the students,the problem is designed with the core quality as the target,the thinking path of the students is explored,This paper puts forward a class question-raising strategy to promote the students' depth study in the aspects of the balance of the students' cognitive differences and the evaluation of the students' thinking structure.