Research On The Development And Application Of The Evaluation Scale For The Effectiveness Of Questioning In Junior High School Biology Class

With the continuous advancement of the new curriculum reform,it is urgent to improve the quality of classroom teaching and implement effective teaching.Effective classroom questioning can stimulate students’ interest in learning,promote the development of students’ thinking level and realize the educational value of the course,which is an important starting point for implementing effective teaching and implementing the new curriculum reform.Constructing a scientific and effective evaluation scale of classroom questioning effectiveness plays an important guiding role in improving the level of classroom questioning,improving the quality of classroom teaching and promoting the common development of teachers and students,and is a "baton" to guide teaching improvement.Different subjects have different characteristics,and the core problem to be solved in this paper is to construct a scientific and reasonable evaluation scale for the effectiveness of questioning in junior high school biology classroom,so as to provide reference for the evaluation and improvement of the effectiveness of questioning in junior high school biology classroom.Based on the above research purposes,this study adopts the literature research method.Based on the analysis of the effectiveness connotation and influencing factors of classroom questioning,the content of the existing evaluation system is sorted out and word frequency statistics are made,and the evaluation dimensions and indicators formulated by this study are gradually screened out.Based on the "Biology Curriculum Standards for Compulsory Teachers" and the real case analysis of junior middle school biology class,the corresponding indicator description is formed,and the questionnaire survey method is adopted to collect the opinions of front-line teachers,and the initial construction of the evaluation scale for the effectiveness of junior middle school biology class.By introducing quantitative analysis methods,the index independence test,item analysis,reliability test and validity test were carried out on the evaluation scale.Combined with the test results,the scale was constantly improved.Finally,experts were invited to assign values and calculate weights through AHP hierarchy analysis to determine the final evaluation scale developed in this study.Combined with action research method,taking three teaching activities in the inquiry experiment topic as examples,the proposed evaluation scale is used to guide novice teachers to improve the effectiveness of classroom questioning,and the changes of classroom questioning level of teachers in each round are compared to test its application value in teaching practice.The results of this study are as follows:(1)Constructed an evaluation scale for the effectiveness of classroom questioning applicable to junior biology: the final evaluation scale was composed of four parts:evaluation dimension,evaluation index,indicator description and score.There are four evaluation dimensions covering the whole process of questioning,namely,question design,question raising,question answering and question feedback.There are twelve evaluation indexes,which correspond to the evaluation dimension according to the occurrence stage in the questioning process.The corresponding indicator description is twelve,the specific performance of the indicator in the application is explained;The score is divided into five levels according to the degree of conformity between indicators and corresponding instructions.The higher the score,the higher the effectiveness of classroom questioning.(2)Quantitative analysis ensures that the evaluation scale is scientific and reasonable: from the test results,the indicators of the scale have good mutual independence(P < 0.001)and good discrimination(P < 0.05);It can better reflect the basic characteristics and requirements of classroom questioning effectiveness,with good structural validity(KOM > 0.7),reasonable dimension division and high reliability(α>0.8).The test results of AHP Analytic Hierarchy Process show that the weights of the evaluation dimensions are: the design of the question 0.346,the proposal of the question 0.209,the answer of the question 0.098 and the feedback of the question 0.346.The application of the above quantitative analysis means further ensures the scientificity and rationality of the evaluation scale from the perspective of quantitative analysis.(3)The evaluation scale has certain application value in teaching practice.The results show that before the scale teaching intervention,teachers in the experimental group and teachers in the control group have no significant difference in the effective scores of classroom questioning(P > 0.05).After two rounds of teaching intervention,teachers in the experimental group have significant differences in the scores in the second and third rounds compared with teachers in the control group(P < 0.001).During the period of action research,the scores of teachers in the experimental group were always on the rise,and there was a significant difference between the scores of each round(P < 0.001).However,there was no significant difference between the scores of teachers in the control group(P > 0.05),and the whole group remained in a stable state.These indicate that,compared with the traditional listening and evaluating mode,this scale can provide teachers with targeted evaluation feedback,effectively improve teachers’ ability to ask questions in class,guarantee the quality of classroom teaching,and promote teachers’ self-growth and students’ thinking development to go hand in hand.