Research On Effective Questioning Of Geography Teaching In Senior High School

National Geography Curriculum Standards for General High School published in 2017 suggests that teachers should make students learn how to think in geographical ways and build correct knowledge structures for effective questions.Taking carrying out the evaluation of thinking structure for example,the first key to the evaluation suggestions is to provide students with open-ended questions,so that the thinking process of students answering questions is understood,and the learning results are formed.Obviously,it is important to ask valid questions in geography class.As we all know,effective questions not only help students and teachers improve their communication,but also help students focus on their aims and promote them to learn knowledge by themselves,and also exercise students language expression skills.What is the situation in high school geography class? My paper,taking Changshou middle high school for example,and uses the "multiple interactive" classroom observation platform developed by the team of Professor Zhu Xuemei of Nanjing Normal University to analyze the current situation of effective questioning in high school geography classroom teaching.The main observation tool used is the "classroom question and answer behavior" observation table embedded in the platform.When listening to the class,the collected question-related information is analyzed,judged and recorded in the observation table,and then the background calculation and graphics Process,return objective quantitative data.Through comparative analysis of quantitative data,it is found that there are some problems in the geography classroom of Changshou Middle School.Such as: the experience teacher's question is not clear enough;the question type is single;the waiting time for answers is not enough;too few ways to get answers;the experience teacher unfairly choose students to answer questions;interrupting students 'answering questions or replacing students' answers is serious,and direct evaluation of students is too simple,etc.Based on the above problems,four optimization strategies are proposed.The first is the question designed for strategies and detailed discussion from four aspects: question design bases,question difficulty,question types and focuses on question language.Secondly,the implementation strategy for questions includes grasping the timing of questions,accurately grasping the waiting time and making choices.Then comes the evaluation strategy.We can not only seize the opportunity to evaluate without interrupting or answering,but also focus on verbal motivation and targeted answering,in order to question and guide students properly to improve their expression.Finally,the reflection strategy is aimed at enhancing the awareness of reflection,continuous learning and accumulation.I hope the study can raise teachers' awareness of valid questions in geography classes and help them design and carry out valid questions.At the same time,I hope the study can promote the development of students' mind and ability.