A Study On The Diagnosis And Optimization Of High School Geography Students' Questioning Behavior From The Perspective Of Subjectivity

In 2019,the State Council issued relevant documents to promote the reform of ordinary high school education methods,implement the spirit of the document,determine the questioning behavior of high school geography classroom students as the research object,and carry out the diagnosis and optimization research of this behavior.Through literature research,summarized the current status of basic questions about students at home and abroad,determined the research Angle of view in this paper,subjective Angle of view.In theory,constructed the theoretical model under the guidance of the theory support with Theory of zone of proximal development,the constructivism learning theory and the zone of proximal development of subjectivity teaching.And on the basis of personal thinking,designed students questioning behavior evaluation questionnaire and the reliability test was also carried out.Under the guidance of the indicators of the evaluation scale,the questionnaire survey method was used to make an overall diagnosis of students' questioning behavior.Through the case study method and action study method,further diagnosis was carried out on the basis of the overall diagnosis combined with the implementation and observation of the lesson of "Inter-regional Allocation of Resources",and the data was collected before the test.After more than a multi-angle approach in the diagnosis of the present situation of students questioning behavior.From the perspective of subjectivity,this paper summarized the major factors that affect students' initiative,interactivity and initiative of asking questions,single examination evaluation method,students' weak awareness of problem solving and psychological barriers affect students' initiative of asking questions,teachers' authority and common teaching methods affect the interactivity of asking questions in class,the students' ability to ask questions is influenced by their different attitudes towards subjects and their skills.After completing the relative diagnosis ang basing on the learning and the early practice thinking,designed a set of question type teaching procedures.Then according to the application,designed and implemented the teaching case “Exploring Ningxia”,then collected test data,and interviewed with students.From the scale data changes,the quantity and quality change students to ask questions and the analysis of the teaching process analysis software,analyzed the teaching effect.The following results were obtained: Firstly,students were more active in asking questions after the experiment;The number of questions after the experiment was significantly higher than that before the experiment.Secondly,in the question interactivity,the number and degree of participants increased after the experiment;The degree of interaction between teachers and students after the experiment was better than that before the experiment.Thirdly,on the initiative of questioning,the overall level of questioning has been improved;In the quality of questioning,the ability of questioning after the experiment was improved compared with that before the experiment.Finally,combining with the characteristics of geography,this paper put forward some optimization suggestions on how to promote students' questioning behavior in geography teaching,in order to provide some reference for front-line teachers.After a series of studies,the following conclusions are obtained:Question type teaching on the number of students in problem consciousness,ask questions,class participation,class enthusiasm,classroom interaction,questioning techniques to master and the quality of questions had good help and effect,which is beneficial to develop the students exploring spirit and innovative spirit,and also to let students follow the proposition.And eventually merge core geographic literacy and promote the implementation of quality education.