A Comparative Study On Classroom Questioning Between Proficient Teachers And Expert Teachers Of High School Physics

Classroom questioning is an important teaching method,a bridge between teacher teaching and student learning,and an important way to achieve teacher-student interactive teaching.By carefully designing questions,teachers can guide students to think,stimulate students' thinking,and they can also collide with each other in answering and asking questions.By asking questions,teachers can understand students better,adjust teaching at any time according to students' mastery,and achieve effective and efficient teaching.Classroom questioning is a knowledge,not only novice teachers need to study,there are many skilled teachers also have some problems.This article will make a comparative study on the classroom questioning of proficient teachers and expert teachers of high school physics,to find out the shortcomings of proficient teachers,and then give optimization suggestions.This paper studies from the quantitative and qualitative perspectives respectively: from the quantitative perspective,this paper selects 16 video lessons of 3 proficient teachers and 3 expert teachers,records the data about classroom questions in 16 video lessons with classroom observation scale,draws the bar chart with Excel table,conducts the chi square test with SPSS software,and carries out 12 questioning factors of classroom questions From the qualitative point of view,we interviewedone of the proficient teachers and one of the expert teachers to understand their opinions and practices in classroom questioning,and further analyzed the differences between the two teachers in classroom questioning behavior.Through the analysis,we get the conclusion: compared with the expert teachers,the proficient teachers still have some deficiencies in classroom questioning.For example,in terms of the types of questions,skilled teachers have more classroom leading-in questions and less problem consolidation questions;questions do not completely break through the key and difficult points,sometimes asking at will;more attention should be paid to problem scenario setting and problem expression;questions are rarely asked for individual students,the waiting time is too short,and there is no reasonable answer.Based on the above research,this paper puts forward optimization suggestions for the classroom questions of senior high school physics proficient teachers: the questions should be targeted,for the key and difficult points of knowledge,for the students' doubts and mistakes;the questions should be hierarchical,and guide the students through the design of "question string";the questions should take into account the individual differences of the students,and ask questions by name;the teachers should create a good question situation for the students;teaching Teachers should do a good job in guiding and improving the ability ofreasoning and answering.