Effective Questioning In Teachers' Classroom And Its Influence On The Cultivation Of Students' Problem Awareness

At present,the core of science education reform is to cultivate students' innovative spirit and practical ability,and improve students' scientific literacy.The elementary science curriculum is a major course that gradually develops students' innovative spirit,practical ability and scientific literacy through practical inquiry activities.Asking questions is not only the first step of students' scientific inquiry,but also the source and motivation of students' innovation,and an important part of students' problem awareness.The effectiveness of teachers' classroom questions is inseparable from the level of students' problem awareness.Therefore,to cultivate students' innovative spirit and practical ability,we should ensure the effectiveness of teachers' classroom questions and focus on improving students' problem awareness.In view of this,based on the effective questioning of teachers' classrooms and the related issues of student problem awareness,this study uses the adapted Primary School Science Teacher's Classroom Questioning and Observation Record Form to observe and record teachers' classroom questions.According to the analysis and analysis of the recorded results,it is found that there are certain problems in the various stages of the primary school science teachers' classroom questions.Secondly,based on the reference to the relevant literature,the "Study Questionnaire Questionnaire for Primary School Science Classroom" was compiled,and the reliability and validity of the questionnaire were tested.The revised questionnaire was used to investigate the status quo of the fourth-grade students' problem consciousness.,select the experimental class and the control class.Finally,combined with the theory of IRF discourse analysis and the Qu:Est teaching strategy,the model of effective questioning for primary school science teachers is designed.The experimental class and the control class use classroom teacher effective questioning mode and traditional questioning mode for classroom teaching,which is unified by the researcher himself.Teaching,conducted a three-month experimental study to explore whether the questioning model can promote the cultivation of students' problem awareness,and whether it is better than the traditional classroom questioning method in the cultivation of students' problem awareness.Through the data analysis of the questionnaire before and after the experiment,the conclusions of this paper are drawn:(1)The effective questioning style and traditional questioning method of teachers can improve the students' problem awareness level;(2)the teacher's traditional classroom questioning method forstudents' problems There is no significant difference in the improvement of consciousness dimensions;(3)the effective questioning style of teachers' classrooms is better than the traditional classroom questioning methods in the overall level of students' problem awareness and in finding problems,asking questions,and dare to question.According to the research results and analysis of this paper,put forward targeted suggestions for teachers' classroom questions:(1)various types of questions to help students find problems;(2)novel ways of asking questions to promote students to ask questions;(3)waiting time Adequate,allowing students to actively explore;(4)positive feedback evaluation,inspiring students to dare to question.The innovations of this research are mainly as follows: the effective content of teachers' classrooms and the awareness of students' problems are combined in the research content;the experimental methods are used in the research methods.The main shortcomings of this study are: the choice of subjects is limited and the experimental time is insufficient,and future research needs to be improved in this aspect.