Research On Chemistry Classroom Questioning Based On Deep Learning

In recent years,deep learning has become a kind of learning philosophy and learning style pursued by education.How to promote students’ deep learning has become the focus of current curriculum reform in China.As one of the most effective methods of teacher-student interaction in classroom teaching,questioning plays an important role in stimulating students’ thinking and promoting knowledge construction.However,what kind of classroom questioning can effectively promote deep learning needs further research.Therefore,21 heterogeneous class teaching segments on three themes are taken as the research object,the interaction process of classroom questioning is studied microscopically from the perspective of the thinking and cognitive development reflected by the students’ responses.To find out the elements of classroom questioning that promote students to learn chemistry more deeply.This paper contains three parts:The first part is the theoretical research,through collating and analyzing the current research of deep learning and classroom questioning at home and abroad,the study puts forward the concept of chemistry classroom questioning based on deep learning and determines the research ideas and methods.The second part is a practical research,firstly,according to the learning performance of deep learning,the "Question-based Discourse" analysis framework constructed by scholar Chin is improved,and the "answer level" coding dimension is added and explained.Secondly,the three theme videos clips of chemistry classroom teaching "The Influence of Concentration on Chemical Equilibrium Movement"、"The Mutual Transformation of Fe2+ and Fe3+" and "Ion Reaction" are transcribed,encoded and counted.Finally,according to the statistical results,select cases for qualitative comparative analysis,and find out the elements of questions which affect the students’ deep chemistry learning.The third part is the conclusion and reflection.The study found:the improved "Question-based Discourse" analysis framework is applicable for the study of Chemistry Classroom Questioning.The factors of classroom questioning that affect students’ learning depth in chemistry class include six aspects:the quantity and manner of knowledge and thinking paving before questioning,the depth of the teacher’s cognition of the question(teaching content),the independent thinking space of the question,whether the feedback focuses on probing and manifesting students’ thinking process,the relationship between the questions and the chemistry experiment,and the interactive mode of the question pointing.Based on this conclusion,several suggestions on the practice of chemistry classroom questioning based on deep learning are put forward.