Analysis On The Strategy Of Effective Questioning In High School Biology Class

Questioning is important,because it can not only improve the quality of teaching but also promote the growth of students and teachers.Therefore,more and more educational experts and teachers pay attention to questions in class.However,under the influence of exam-oriented education,teachers put too much emphasis on the indoctrination of knowledge which leads to the inefficiency of classroom questioning.How to ask questions effectively in high school biology class is worth exploring.Firstly,the author summarized a reliable theoretical basis from a series of data related to effective course questions.Secondly,the author researched 12 high quality classes taught by 6 different teachers from 3 different grades,including new lessons and review lessons.The author observed teachers and students by scale questions,recorded and researched how teachers and students behave from five aspects to find out the effective questions in common,which is helpful to form a strategy for the high school biology classroom effective questions.Thirdly,the author studied classes taught by students with questionnaire surveys to make clear the effect of classes.Based on the analysis of questioning behavior in classroom teaching,questionnaire survey and teacher interview,the commonness of effective questioning is found out,which provides the basis for the formation of effective questioning strategies in high school biology class.According to the above research and analysis,the author summarize strategies of effective questions in biology classroom.Firstly,designing strategy:(1)quantity of questions is appropriate,the type is diverse,and the proportion is appropriate;In the new teaching,the total number of teachers' questions is generally limited to 15-25 to make sure students have a high degree of concentration.In the review class,when the number of questions raised by the teacher in class is from 15 to 35.In recitation,memory problems,reasoning or comprehension problems still accounted for the largest proportion,and the ratio of comprehension problems to creative or divergent problems,critical or evaluative problems is about 2:1.(2)being novelty;(3)designing different questions for different levels of students.Secondly,implementation strategy:(1)paying attention to the timing of questions;(2)the way of choosing to answer the question should be diversification;(3)giving the students appropriate thinking time after the teachers'questioning;(4)paying attention to the generation of classroom problems.Thirdly,evaluation strategy:(1)adopting a variety of rational answer methods;(2)paying attention to the timeliness and effectiveness of feedback;(3)more positive evaluation.