Research On Effective Questioning And Teaching Strategies In High School Physics Classroom

Questioning is the carrier of information between teachers and students,and it is an important part of the classroom teaching process.Wonderful classroom questions are the trigger for stimulating students' thinking,and are the dynamos that improve the efficiency of classroom teaching and enhance the emotions between teachers and students.This thesis studies the effective questioning and teaching strategies of high school physics classrooms.The author uses the questionnaire survey method to understand the ideas of high school students in different levels of school to ask questions in the classroom.Through classroom observation and classroom analysis,the study found that the high school physics teachers are the specific questioning situation in the classroom and the interaction with the students,and judge whether the problem is effective of the classroom questions according to the standard.The misunderstandings and causes about the high school physics teacher's classroom questions are analyzed.According to the results of the investigation and the analysis of the literature,the author puts forward corresponding teaching strategies:(1)the contextualization of the question content,the hierarchy of the question type;the problems are closely related to the difficulties,and the content is clear and effective.(2)Questions should be asked at the right time,and students should be encouraged to question and speak.(3)Set aside enough waiting time to listen to students' answers;diversify the forms of feedback,and collect effective information in time.In order to test whether the proposed strategy is effective,the author applies the effective questioning strategy to the teaching practice,and conducts a three-month effective questioning strategy in the experimental class.Through the analysis of the post-class knowledge test in the experimental class and the control class,it is found that the score of the experimental class is 65.78%,which is significantly higher than that of the control class,which is 50.89%,for the more difficult problem that requires students to comprehensively apply the knowledge points.In addition,comparing the questionnaire data of the experimental class before and after the teaching practice,it was found that the proportion of “probably answering the teacher's question” increased from 53.3% to 70.2%;in the inquiry about “the teacher's expression of the problem in the physics class,can you understand?”,the number of people who chose “can understand” rose from 23.3% to 53.7%.Practice shows that effective questioning strategies are applied to teaching,which can make physics classroom questions more targeted and directional.It can enable more students to participate in the thinking and answering of questions,and change students' attitudes toward physics teachers' classroom questions.Helping to mobilize students' emotions,the classroom atmosphere gradually becomes relaxed and pleasant from the initial quiet and dull,effectively improving the situation of physics classroom questions.This study provides suggestions and references for high school physics teacher classroom questions.