Research On Physics Classroom Questioning In Junior Middle School Based On LICC Paradigm

As one of the most commonly used and important teaching methods,classroom questioning plays an important role in improving students' core literacy,promoting teachers' professional growth and realizing effective classroom teaching.The proposal of LICC paradigm is a breakthrough in the phenomenon of "deprofessionalization" of classroom observation research,which standardizes the basic procedures and key links of listening and evaluating the classroom.Based on LICC paradigm,this paper makes a deep and systematic research on classroom questioning.The main research methods include: literature research and video analysis.The main results and conclusions of this study are as follows:(1)According to the licc paradigm,the junior high school physics classroom questioning observation scale was established.Using this scale,this paper studies the classroom questioning of high-quality physics class and general physics class in junior middle school.This paper studies their characteristics and current situation from six dimensions: the number of questions,the waiting time,the object of question,the type of question,the clarity of expression and the way of teacher feedback.(2)This paper compares the classroom questioning situation of high-quality class and conventional class,analyzes the causes,and summarizes the existing problems of Classroom Questioning in conventional class.According to the logical order of classroom questioning,this paper combs the questions from three aspects:question setting,question raising and teacher response.A total of 11 questions are put forward in terms of number of questions,types of questions,environment of questions,expression of questions and ways of teacher feedback.(3)Based on the LICC paradigm,this paper proposes the questioning strategies in junior high school physics class by comparing the high-quality class with the conventional class and analyzing the problems.The strategy includes 8 first level strategies and 13 second level strategies.Among them,the first level strategies include:(1)Well designed questions in advance;(2)Leave enough waiting time;(3)The questions are for all the students and are set in different levels;(4)Teachers should be good at creating problem situations and stimulating students' interest;(5)The difficulty of the problem should be moderate,and it should be able to inspire students' thinking;(6)Teachers should simplify complex problems;(7)Teachers should grasp the best opportunity to ask questions,and the language expression should be accurate and clear;(8)Teachers should be good at guiding students to answer and encourage them appropriately.In order to improve the operability of the strategy and provide reference for the implementation of teaching,this paper takes the teaching fragments of "Atmospheric pressure","The conditions that affect the floating and sinking of objects","Density of matter","Pulley and pulley block","Relationship between current and voltage,resistance" as examples to explain the strategy in detail.The innovation and flash points of this paper are as follows: "LICC" provides a paradigm for the professional evaluation of classroom.This study takes it as the basis for the evaluation and optimization of "classroom questioning" teaching,reflecting the goal orientation of teaching;Based on the lichc paradigm and literature research,the self-made classroom question observation scale was made;Select different types of high-quality courses and conventional courses for comparative study,including concept class,law class and experiment class;In view of the present situation and existing problems,this paper puts forward classroom questioning strategies,supplemented by teaching fragments.