The Design And Teaching Research Of Chemistry Classroom Questioning

As a common teaching behavior of mutual communication between teachers and students,classroom questioning is also a comprehensive teaching art of creating doubts,stimulating interest and inspiring thoughts.Active,interactive and open classroom interaction is conducive to enhancing students' participation in class,prompting them to explain,demonstrate and re-examine their own opinions and propositions in the questioning of teachers and students,and further improving their self-cognition and self-management ability.Through the study of domestic and foreign literature,this study investigated and observed the teacher's question design and question teaching behavior from six aspects:question purpose,question nature and level,question method,answer method,waiting time and question object.Questionnaire survey is adopted to understand the teachers' questioning teaching behavior in daily teaching.Seven videos of high quality were selected and their questioning behavior was studied by means of back-to-back coding and face-to-face negotiation.Through the comprehensive questionnaire survey and the analysis of class examples,it can be seen that teachers can consciously reflect the diversity of the purpose of asking questions when designing the class questions.The difficulty level of the designed problem is appropriate;The flexible choice of questions is conducive to stimulating students' independent thinking and expression.Respect and encourage students in the way of answering questions;When asking questions,students can leave a certain amount of thinking time,the question object to take care of all students.Through the observation of high quality class,the characteristics of continuous inquiry and its teaching effect can be further seen.At the same time,the unique perspective of this study,the comprehension-learning framework,can not only help us to analyze teaching behavior,but also provide a clear framework for teachers to design questions and give full play to the value of questioning teaching.