Research On Classroom Questioning Of Senior Middle School Physics Teachers

Classroom teaching teachers ask questions is a form of teaching questions and answers based on the content,purpose and requirements of the teaching.Teacher questioning is a basic control method that promotes students' thinking,evaluates teaching effects,and promotes students to achieve their expected goals.In actual teaching,the number of questions asked by teachers and the proportion of questions asked by various cognitive levels often have a great influence on the effectiveness of questions.Teachers tend to ignore the number of questions when they ask questions in classroom teaching,and do not know how to set the proportion of questions at various cognitive levels.Therefore,in these two aspects,it is necessary to provide reference standards for high school physics teachers' classroom questions.This study takes the high school physics teaching design in the three middle school physics core journals,a well-known key high school in Sichuan and the national high school physics teacher teaching competition as the research objects,and the proportion of each cognitive level of the high school physics teacher classroom questions and the number of teacher questions Conduct a comparative study.In order to ensure the scientificity and rationality of the research,the literature research method is fully used to sort out the relevant materials for classroom questions of high school physics teachers,clarify the research background and purpose,master the research direction,and sort out the research structure.Through the research and analysis of relevant concepts and theoretical foundations,the theoretical foundations based on cognitive learning theory and motivational learning theory are determined,and the number of questions asked by senior middle school physics teachers and the proportion of various cognitive levels of questions are studied.In order to analyze whether the classroom questioning of high school physics teachers is related to different teaching types,according to the physics teaching classification proposed by Liao Boqin in "Physics Education",physics teaching isdivided into six types.analysis.Secondly,based on classroom teaching practice and Bloom question classification,the coding statistics and analysis of each cognitive level question.Analyze the number of questions in the periodicals of high school physics teaching design,high school physics teachers 'teaching and high school physics teachers' teaching contests,and the proportion of questions in various cognitive levels.Finally,the cognitive learning theory and motivation learning theory are used as the basis of theoretical research,combined with statistical data,the number of questions and various cognitive levels in the periodicals of high school physics teaching design,high school physics teacher teaching and high school physics teacher teaching competition The proportion of questions asked for comparative analysis.Then,the reference value of the proportion of questions and the number of questions set by the senior high school physics teachers in the usual classroom was set.