A Comparative Study About The Difference On Questioning In High School Geography Class Between Novice Teacher And Experienced Teacher

With the government's "National Medium and Long-Term Education Reform and Development Planning Outline" document clearly stated:"Promote heuristic,inquiry,discussion,and participatory teaching to help students learn to learn.Stimulate their curiosity Heart,cultivate their interests and hobbies,and create an environment of independent thinking and free exploration for them" formally proposed and implemented;the basic teaching environment in China will be more stringent,and the unique role of teachers in classroom teaching must be done to guide students to build A learning ability system based on core literacy.Especially under the background that the country attaches great importance to the construction of teachers,a large number of novice teachers are going to work.Among them,high school geography is an important subject for the construction of the high school students' knowledge system,which requires teachers to pay attention to and play a good role in classroom education.This is also the main task of high school geography teachers;therefore,to improve the teaching skills and classroom management of new teachers Ability and so on have become an important new topic for the construction of high school teachers and interactive research in the classroom.Therefore,novice high school geography teachers need to accelerate the construction of teaching experience training methods and experiential high school geography teachers exchange and comparison,and deepen the situation of classroom teacher-student interaction.Therefore,this article takes classroom questioning as the starting point,conducts a study on the comparison between novice and experienced teachers' high school geography classroom questions,summarizes the problems and deficiencies in novice teachers' high school geography teaching,and absorbs the experience-based teacher classroom-teacher interaction experience,To provide useful suggestions for novice teachers to optimize the question management of high school geography classroom.Based on this,this article takes a middle school in Baoding as a case,adopts questionnaires and interviews to conduct an argument,and is based on the questionnaire study of geography experience and novice teachers' classroom questions in high schools.Find out newbies through questionnaires in preparation for high school geography teachers' questions before class,generation of high school geography teachers' questions in class,high school geography teachers' reflections on classroom questions after class,and other aspects of high school geography teaching survey analysis Problems in the classroom questions of geography teachers in high school.And combined with high school geography experience-based and novice teacher classroom questioning case comparison study.Based on this,the paper concludes as follows:(1)Through the survey questionnaire analysis of high school geography empirical and novice teachers' classroom questioning:Compared with empirical teachers,novice teachers lack classroom problems and have insufficient control;in the generation of classroom questions,novice teachers' classrooms Questions are not integrated with the purpose of teaching;compared with experience-based teachers,novice teachers are not highly reflective of classroom questions.In classroom question questions,novice teachers do not yet have the ability to coherent teaching content.(2)By comparing the similarities and differences between the two types of high school geography teachers'questioning in the classroom:novice teachers lack rationality in the design of classroom questioning types,and novice teachers do not have reasonable arrangements for classroom questioning waiting time.Novice teachers have insufficient motivation to give feedback on questions in the classroom.(3)The average frequency of questions per class for experienced teachers is higher than that for novice high school geography teachers.There are more open questions than closed questions for experienced teachers.Novice teachers have more closed questions than open questions.(4)Novice high school geography teachers spend less time than experience-based high school geography teachers in classroom questions waiting for students to answer questions:novice high school geography teachers focus on the application of teaching methods,and experience-based high school geography teachers focus on demonstration observation Law,in the explanation of the subject problems of both,the novice teachers leave students with less time to think.Therefore,novice high school geography teachers need to combine problem design and strengthen the classroom is the time arrangement,specific problems are given to students waiting time,which can enhance the cooperation attitude of high school geography students.(5)Novice high school geography teachers must conduct a rational layout and reflection on the question feedback in the classroom,and absorb the teaching of empirical geography teachers to improve their teaching ability;therefore,suggestions for optimizing novice high school geography teachers'classroom questions In terms of aspects,suggestions such as rationalizing the types of questions in the classroom,waiting time for asking questions in the classroom,and rationalizing feedback in asking questions in the classroom are needed.This article through a comparative study of novice and experienced teachers in high school geography classroom questions in a middle school in Baoding City,as a whole to break the fuzzy points of novice team construction and experience teachers in the teaching model,forming a high school geography novice teacher It is necessary to strengthen and improve the management of questioning in the classroom.It is of great practical significance to use the experience-based teachers' methods and methods to optimize their own teaching management suggestions.