Research On The Suitability Of Questioning In Junior Middle School Biology Class

The Biology Curriculum Standards for Compulsory Education(2011 Edition)states that: Compulsory education phase of the biology course is a subject in the field of natural science,its essence is to demonstrate the basic content of biological sciences,reflect the essence of natural science,it is to let students understand the basic knowledge of biology,and let students grasp biologist holdings in the process of research ideas and the ideas and methods to solve the problem.This requires junior middle school biology teachers to carefully design the teaching methods and teaching content of biology courses,and pay attention to each teaching link,so as to complete the teaching objectives more efficiently.As the main link of the interaction between teachers and students in the classroom teaching process,the appropriate design of classroom questioning can ensure that students will connect the original knowledge framework and links,make the knowledge constantly systematic,to promote students' deep learning,and help cultivate students' core quality of biology.Survey and classroom observation,this research adopts literature for junior high school biology classroom questioning part has carried on the thorough investigation and study,in the process of investigation found that the classroom questions mainly exist the following problems: first,teachers and students are generally insufficient attention to classroom questioning link,teacher questions too casual,sometimes set problem and courses taught by the correlation is not high;Second,students' participation in the question session is not enough.Third,some teachers' classroom questions are too simple in form;Fourth,some teachers only pay attention to setting questions,but fail to analyze students' answers thoroughly and correctly.Fifthly,teachers cannot adjust the teaching of subsequent courses according to the students' answers to the questions.In view of the problems in junior middle school biology class questioning,this paper puts forward the corresponding strategies to improve the effectiveness of classroom questioning.And from the question content,question process and question effect three aspects of the design of junior middle school biology class questions suitability evaluation index.Through the actual classroom teaching evaluation,the scientific rationality of the evaluation index and the effectiveness of helping teachers design appropriate classroom questioning teaching are proved.It is hoped to provide reference for biology teachers in junior middle schools to carry out questioning teaching in class.