Research On The Effectiveness And Strategies Of Classroom Questioning In Secondary Vocational Professional Theory Courses

Classroom questioning is a process of interaction between teachers and students in the process of classroom teaching.It can not only enhance the effect of classroom teaching and close the relationship between teachers and students,but also it can cultivate students’ critical thinking and creative thinking ability through enlightening teaching instead of teaching methods of “the teacher saying counts” or “cramming method of teaching”,as to let students build knowledge independently,and embody the modern educational ideas of teacher-oritend and student-centred.Today,the State advocates to develop vocational education vigorously,the status of Vocational Education in our education system is gradually rising,and the teaching quality of vocational education has been paid more and more attention.Nowadays,many secondary vocational teachers still use the traditional “lecturing teaching”,which has few questions in the class,or even no classroom questioning.This leads to less effective classroom teaching and also is not conducive to the development of students.Consequently,it is of great practical significance to study the availability of classroom questioning by secondary vocational teachers for the purpose of improving the teaching quality of secondary vocational class.This study analyzes the effectiveness of classroom questioning by the teachers of theoretical course in secondary vocational school through the methods of questionnaire survey and classroom observation.First of all,I have studied the relevant literature and analyzed the theoretical basis of the effectiveness of classroom questioning.Next,I conducted a questionnaire survey among related students and teachers to know the attitude of students towards classroom questioning,and the understanding,design and reflection of teachers to classroom questioning.Finally,using the methods of observation and case study,this paper analyzes the 36 theoretical courses related agriculture of five teachers in the secondary vocational school where the author had the educational practice.Through the improved classroom questioning observation records,I recorded the relevant questioning behavior,and analyzed the eight dimensions of question type,question expression,questioning attitude,question and answer method,waiting time,answer type,answer situation and reason and answer method.According to the above research and analysis,they were found that there are the following advantages in the classroom questioning of the theoretical class of secondary vocational education: clear expression of questions,friendly attitude of questioning,and sufficient waiting time.And there are some shortcomings that the teachers of theoretical class in secondary vocational school lack of positive attitudes towards classroom questioning,have inadequate presupposition of classroom questioning,insufficient reflection after class,knowledge-biased questions proposed,not good at point answering,have casual questions raised by teachers and inadequately flexible ways of teachers’ evaluation towards students’ answers.According to the results of the investigation,I propose strategies to improve the effectiveness of classroom questioning for theoretical teachers in secondary vocational colleges from three aspects:presupposition,implementation and reflection.Effective preset strategies: raising the awareness of questions and paying attention to classroom questioning;problem design highlights the characteristics of “duty”;problem design focuses on arousing and thinking;tailor suit according to people;set up questions in key and difficult points;grasp the difficulty of problems;change knowledge-based problems into divergent ones;optimize the expression of problems;connect with the actual life and activate classroom questioning.Effective implementation strategies: create a good questioning atmosphere;use dot answer instead of free answer;intelligent answer and positive evaluation.Effective reflection strategies: to enhance the awareness of reflection,to save every lesson,and to diversify the methods of reflection.