A Diagnostic Study Of High School Chemistry Teachers' Classroom Questions From The Perspective Of SOLO Classification Theory

Class questioning is an important part of teaching activities.Teachers use classroom questions to stimulate students' thinking development and enable students to actively participate in teaching activities.This research uses methods such as literature analysis,classroom observation and entropy weighting,and then analyzes the data to understand the background and basic reality of relevant teachers' classroom questions,and interprets and analyzes relevant theoretical foundations and related concepts,summarizes the research experience of experts,scholars and predecessors,and conducts research on teachers' classroom questioning behavior through the basic method of scale construction.Through analysis,it can be found that novice teachers have lower scores than experienced teachers in the indicators of "question design","questioning","waiting and answering" and "evaluation and feedback".According to the diagnosis results and the statistical data,a strategy for developing high school chemistry teachers' classroom questioning behavior under the perspective of SOLO classification theory is put forward.In question design,teachers should pay attention to the SOLO level of balanced design questions,so as to enrich the structure of classroom questioning Gradient;teachers should pay attention to distinguishing the teaching links presented by different SOLO levels when asking questions in the classroom;in terms of waiting and answering questions,it is necessary to pay attention to the diversity of question objects,and to ensure sufficient waiting time;evaluation and feedback indicators should increase targeted In the questioning session,at the same time,it pays attention to the thinking process of students and answers intelligently,so as to prompt students to improve their openness of thinking.Based on the characteristics of the chemistry subject,this paper conducts a diagnostic analysis and research on the questions asked by high school chemistry teachers,which can understand the current situation of chemistry teachers' classroom questions,put forward targeted suggestions,and enrich teachers' questioning strategies.