| Classroom questioning is the most intuitive performance of teacher-student interaction in class,which can reflect students’ learning level and display learning results,and is an important reference standard for teachers to adjust their next teaching activities.In order to meet the needs of a new round of biology curriculum reform and respond to the call of policy,as the center of education and focus of classroom teaching,it is an inevitable path to embark on efficient classroom teaching.Efficient classroom questioning can cultivate students’ interest in learning,stimulate students’ potential to explore,while acquiring knowledge,trigger the expansion of thinking ability,and promote efficient learning;At the same time,effective classroom questioning is the result of teachers’ constant reflection and making up for the poor,which can lay a good foundation for teachers’ professional development and promote efficient teaching.However,when I read the literature about "classroom questioning" and observed the current high school biology class,I found that some teachers’ classroom questioning is still formalized or inefficient,which seriously affects the teaching quality and delays the teaching process.Therefore,it is particularly important to analyze and summarize the practical problems existing in high school biology class questioning,and put forward targeted and feasible suggestions.This study uses literature research method,case analysis method,classroom observation method and comparative research method.First of all,through reading a large number of literature,to lay a solid theoretical foundation for the subsequent research.This paper summarizes the relevant concepts of classroom questioning,the current research situation at home and abroad,as well as the purpose and significance of the research,and makes a comprehensive discussion and analysis.Secondly,a targeted evaluation scale was developed according to the research objects.Based on the present main problems of classroom questioning and each link of classroom teaching,from the problem itself,teacher questions,teachers and students answer answer,according to experts and scholars of theoretic research and practice prove that the classroom questioning of scale,create a suitable for this study,the high school biology classroom questioning effectively analysis framework "and" high school biology classroom questioning effective evaluation standard",as much as possible from the dimension of each analysis.After analyzing the classroom records,summarize the problems existing in classroom questions and explore the deep-seated reasons.Carry on the overall analysis,find the main problems existing in the present stage of classroom questioning;To compare the heterogeneity of the same course between the normal course and the open course to find the difference between them;And carry on the demonstration lesson case each link in-depth discussion,seeks to solve the classroom question the path of inefficient efficiency.Finally,through the summary of the previous research results,put forward feasible suggestions.Through observation and analysis,it is found that the problems existing in classroom questioning at the present stage are as follows:the atmosphere created by classroom questioning is not active;The question is put forward casually;The coverage of classroom questioning is narrow;Students lack the opportunity of cooperative inquiry;Students lack the ability to think deeply.In view of the problems found,and reference to the effective behavior of the demonstration teachers,the following strategies are put forward:to create a good atmosphere for questioning,improve the enthusiasm of students;Plan the content of questioning in advance,improve the quality of questioning,including strengthening the cognition of questioning,accurate self-positioning,comprehensive a variety of factors,preset the content of questioning;Expand the coverage of questions and comprehensively grasp the situation of students;Deeply excavate teaching materials,improve the core quality of biology.The teaching forms are constantly developing and changing,and the contents of classroom questioning are also in a dynamic state.The effective ways to improve classroom questioning will be constantly explored in the teaching practice and theoretical research.The research in this paper is only a scratch in the development of the theory of the effectiveness of classroom questioning.It is expected that this research will contribute to its development and play a little reference significance. |
