A Practical Study Of High School Chemistry Classroom Questioning From The Perspective Of Deep Learning

Education in the 21st century aims to cultivate talents with core qualities.It has become the direction of basic education reform in China to find classroom teaching methods to promote students’ deep learning.As the carrier of two-way communication between teachers and students in classroom teaching,classroom questioning plays a very important role in stimulating students’ thinking and promoting the integration and reconstruction of knowledge.This paper sorted out the research status of deep learning and classroom questioning at home and abroad,expounded the commonness of high school chemistry classroom questioning and deep learning,and clarified the research ideas and methods.In order to determine the scope of the study,the concepts of "classroom questioning" and "effective classroom questioning" are defined,and the enlightenment of the theory of dialogue teaching,the theory of the zone of proximal development and the theory of constructionism to this study is clarified.Through the questionnaire survey to students and teachers,and comparative analysis was carried out on the high quality class and normal class,found that the current high school chemistry classroom questioning is students’ question consciousness is not strong,to answer the question ’enthusiasm is not high,hou classroom behavior is less reflection,high-level answer time insufficient problem smaller percentage,teacher feedback leading to strengthen;On the basis of the present situation of theoretical research and practical teaching,this paper puts forward the teaching strategies of asking questions in chemistry class of senior high school,including :(1)overall planning of question level level;(2)Problem design strategy: clear teaching objectives and key and difficult points according to the course standard,design high-level problems around the key and difficult points in teaching,and design the level gradient of the problems in layers around high-level problems;(3)Teacher’s waiting strategy: preset waiting time and pay attention to students’ progress;(4)Pay attention to the students’ answers: choose the answer method and the level of diagnostic answer;(5)Teachers’ feedback strategies: choose feedback types and seize reflection opportunities;(6)Teaching reflection strategy: timely reflection in class and comprehensive reflection after class.Finally,choose chemistry compulsory teaching design and practice of content,by classroom observation and the written test method on experimental classes and that in comparative classes before and after the test,the results show that the deep learning under the perspective of teaching high school chemistry classroom questioning strategies for teaching the development of students’ chemical thought level have a certain role in promoting.