The Present Situation Problems Of Undergraduate Classroom Questioning

The focus of improving undergraduate education is to improve the quality and efficiency of classroom teaching.The effective use of classroom questioning is one of the important factors to improve the quality of classroom teaching.This paper studies the current situation and problems of undergraduate classroom questioning,through the exploration and analysis of microscopic phenomena,to provide theoretical reflection and practical help for the overall improvement of college classroom questioning level.Classroom questioning refers to the question-and-answer behavior between students and teachers in the classroom teaching environment.According to the purpose,content,and requirement of teaching,the teacher puts forward the question to the student or the student,and gives the appropriate and timely feedback according to the answer,to arouse the students' initiative and enthusiasm in learning,make the students actively participate in the teaching process and promote their understanding and mastery of knowledge,and cultivate the students' thinking ability and problem consciousness of a kind of teaching behavior.Effective classroom questioning is not just an idea that stays on the surface of teaching,but an operational way to take root and put it into practice Law is also the value pursuit of improving the quality and connotation of higher education,and the process of effective interaction and communication between teachers and students as two subjects.College undergraduate classroom questioning is different from the basic education stage of classroom questioning,it has its uniqueness,mainly reflected in the question consciousness has autonomy,the content of the question has an academic inquiry,the way of questioning has interactive teachers and students,the layout of questions with uncertainty and feedback on the open thinking.Through classroom observation and questionnaire surveys,this study investigated the current situation of undergraduate students from four aspects: the consciousness,content,and way of classroom questioning,the layout of questioning,and the questioning.The results show :(1)Both teachers and students have a strong sense of questioning,but the problem awareness of theimplementation of the actual classroom behavior is less likely.(2)Most of the questions in the classroom are related to the course of study,but the difficulty of the content of the questions is uncertain;in the way of asking questions,students think that teachers should ask questions in an encouraging tone,but the teacher's tone of questions has little emotional color;in the order of questions asked,students think that they should follow the actual course of the classroom,in fact,according to the logic of knowledge;the respondents are selected according to the nature of the different subjects,the main way is to ask questions first pause and then ask students to answer.(3)In In the layout of the questions,the subjects of the teachers' questions are not different from the gender,and the students in the front row are more inclined to ask questions in more inclined to ask questions.(4)In answering questions,the teacher thinks that teacher-student-student interaction should be presented.Most classes do not interact.Through further investigation and in-depth interviews with some front-line teachers and students,it is found that there are some problems in a classroom atmosphere,teachers' professional accomplishment,personal style and students themselves in the awareness of classroom questioning;there are problems in the teaching management system,teachers' professional title evaluation system and class size and class time limitation in the content and methods of classroom questioning;there are mainly problems in the distribution of students' seats,teachers' psychological expectation and unfairness in expectation of teaching and the unfairness in the teaching evaluation system in the layout of classroom questioning;there is a weak sense of answering questions in the feedback aspect of classroom questioning,and repetitive answers using machinery Too many ways and too single way of answering questions.In view of the above situation and problems,this paper puts forward the following promotion strategies of undergraduate classroom questioning: in the aspect of classroom questioning consciousness,we should construct a good and harmonious classroom atmosphere,enhance teachers' comprehensive quality and improve students' comprehensive ability;in the aspect of classroom questioning contents and methods,we should make a reasonable teaching evaluation system,adjust the evaluation system of teachers' professional titles,set up class hours and control class size;in the aspect of classroom questioning layout,we should stop the phenomenon of occupying seats,establish the idea of equal sharing of resources,respect students' differences,teach students according to their aptitude,and establish a scientific and reasonable teaching evaluation system;in the aspect of feedback theory and answer,we should organize the theory The training of answering methods and skills,improve the sense of answer,presupposediversity and targeted answer methods,cultivate wisdom answer,strengthen the reflection of answer teaching.