High School Biology Novice Teachers And Mature Of The Comparison Of The Teachers' Classroom Questioning

In recent years,China's teachers are generally younger,and young and middle-aged teachers have become the main body of primary and secondary school teachers.How to improve the professionalism of novice teachers quickly has become an urgent problem to be solved.In a high quality biology class,teachers' classroom questions play an important role.By comparing and analyzing the differences of classroom questioning between junior biology teachers and mature biology teachers in high school,some concrete Suggestions are put forward.In this study,a questionnaire was first prepared by consulting relevant literature to investigate the situation of different types of high school biology teachers in all aspects before,during and after class,and to summarize the general differences between novice and mature teachers.Then select one of four high school biology teachers in jiangxi province(2 novice teachers,two mature teachers)as the research object,the high school biology novice teachers and mature teachers classroom questioning in case study,the conclusion based on the questionnaire and the predecessors' research scale identify good observation scale,class of four teachers classroom observation,and to teacher after class to carry out the one-on-one interviews,further understanding;Finally,based on the support of data,the differences between the two kinds of teachers' classroom questions were summarized,and some Suggestions were put forward to improve the classroom questions and shorten the gap for the novice high school biology teachers.Based on the above research content,combined with the characteristics of high school biology,the effective measures for novice teachers to improve the classroom questioning are proposed as follows:(1)the preparation of questions before the class:strengthening the importance of classroom questioning,and the design of questions to be asked before each class.Do the preparatory measures before the question,to achieve the students as the main body of the class,the design of questions to pay attention to the students' proximal development area,as well as cognitive level;(2)the implementation process of classroom questions: appropriate addition of high-level questions.To choose different objects to answer according to different levels of questions,try to let students raise their hands to answer.Extend the waiting time appropriately.Give students positive and rich feedback;(3)after-class reflection on questions: strengthen after-class reflection on questions,and reflect on the feedback ofstudents and classroom situations;Take part in more teaching and research activities,observe the questioning behavior of mature teachers in class,compare and learn with mature teachers,and find out what they lack in classroom questioning after class.