The Case Design And Practice Of Effective Questioning In Senior High School Chemistry Classroom

Classroom questioning is an important teaching method,which plays an important role in teaching activities and also directly affects the teaching effect and the development of students.It is a teaching skill that contemporary teachers must master.Through effective classroom questions,teachers can guide students to participate in teaching activities,promote students' thinking on problems,continuously stimulate students' potential,cultivate students' thinking ability,and at the same time be able to get feedback in time and adjust teaching progress flexibly.In addition,the design of classroom questions in the new curriculum standards should reflect the achievement of the core literacy of the subject.However,there are still many problems in classroom questioning,the effectiveness of classroom questioning needs to be further improved.Therefore,the inquiry and practice of effective questioning in the classroom is very necessary and very valuable.In order to understand the problems of effective classroom questioning,and puts forward feasible strategies for effective questioning in high school chemistry classroom,and use these strategies to design cases for teaching practice.The following work is mainly done.:1.Using the literature research method..combining the relevant literature research of effective questioning in the classroom,the background and significance of the topic selection are clearly defined,the relevant concepts of situation teaching are defined,and the theoretical basis and practical significance are expounded.2.Through a questionnaire survey of 200 high school students about classroom questions,it was learned that most students think that classroom questions are very helpful for students to learn,but they seldom answer or ask questions in class.they thought the questions asked by teachers were unattractive.Through interview with the chemistry teacher,learned that most teachers give students short time to think when asking questions in class,and they cannot make effective comments on students' answers.3.On the basis of the survey results,the author puts forward effective questioning strategies from three aspects: the design of questions,the implementation of questions and teacher reviews.In terms of problem design,strategies were proposed to clarify the purpose of the problem;clearly state the problem,reasonably arrange the type,accurately grasp the difficulty,and be close to real life;combine thecharacteristics of the discipline.In the implementation of classroom questioning,strategies were proposed to choose the right time to ask questions,reasonably control the time of thinking,and widely select the questions.In the aspect of teacher reviews,the author puts forward specific comments,timely guidance and induction,differential evaluation standards and diversified evaluation forms,.and design and practice the case of effective questioning in the classroom.the teaching of "primary battery" and "electrolysis cell" is used as an example for analysis.4.The two classes of the second grade of the internship school were selected as the experimental class and the control class to carry out comparative teaching and analyze the changes in students' classroom performance and chemistry test scores.Through the investigation of students' classroom emotion,attention,enthusiasm in answering questions and application of classroom knowledge,it is found that in the classroom,students in the experimental class are more active in class,can think actively when encountering problems,and have the consciousness of using chemical knowledge to explain life phenomena.Through the analysis of students' scores,it is found thatthe average grades of the students in the experimental class are higher than the control class,and there are significant differences between the two classes through the independent sample T-test,indicating that students in the experimental class have a better grasp of knowledge.In summary,effective questioning in the classroom is conducive to increasing students' interest in chemistry learning,helping students master classroom knowledge,and improving learning efficiency,which has certain practical significance for chemistry teaching.