Research On The Existing Problems And Countermeasures Of Classroom Questioning Of Novice Physics Teachers In Senior High School

In senior high school physics classroom,the communication between teachers and students is very important.As one of the main components of teacher-student communication,classroom Q &A builds a bridge between teachers’ teaching and students’ learning.Efficient questioning not only deepens students’ understanding of physics knowledge,but also cultivates students’ awareness of innovation and exploration.The general high school physics curriculum standard(2017 Edition)puts forward new requirements for classroom Q & A,teachers should pay attention to the core literacy of different dimensions,adopt various questioning methods,give students full thinking and response time,and create a good situation for students through encouragement and prompt.As a new force in the teaching team,novice teachers still have insufficient understanding,mastery and application of questioning in actual teaching,resulting in many problems in classroom questioning,which is difficult to effectively promote the development of students’ thinking.How to improve novice teachers’ questioning ability has become a concern of many educational researchers.Starting from the current situation of classroom questioning of novice physics teachers in senior high school,this study adopts the combination of qualitative and quantitative methods to compile the observation scale of classroom questioning of senior high school physics teachers.Based on the scale,the 30 class teaching of four novice physics teachers are observed and recorded,and the classroom questioning behavior is statistically analyzed.Through the interview method,we can understand the presupposition of novice physics teachers’ questions before class,the reflection of questions after class and their understanding of classroom questions.Through multiple rounds of interviews with students,we can understand students’ views on novice physics teachers’ classroom questions.Based on the results of classroom observation and interviews between teachers and students,it is found that there are the following problems in Classroom Questioning: lack of overall design of questioning before class;The waiting time for students to answer questions in class is generally short;The dialogue structure in classroom questioning tends to be simplified;The types and levels of questions are not balanced;Simple and general feedback;Lack of effective reflection on questioning behavior after class.The reasons for the above problems are: some physics teachers graduated from non normal majors without systematic teacher education courses,practice and internship,which affected their learning of the tacit knowledge of questioning to a certain extent;Novice physics teachers do not pay attention to the design of classroom questions in teaching design;There are misunderstandings in the understanding of the function and implementation of classroom questioning;Novice physics teachers want students to ask questions subjectively,but they do not take corresponding measures to stimulate students’ desire to ask questions in actual teaching.Based on the above research,this paper puts forward some suggestions on the development of classroom questioning ability of novice physics teachers in Senior High School: novice physics teachers can preset question chain before class and organically unify question presupposition and generation;Novice physics teachers should pay attention to the diversification of call and answer methods and the effect of questioning in the implementation of core literacy;When setting questions,we should take into account the proportion of different types of questions to make students think relaxed;When setting questions,pay attention to the creation of problem situations,such as life situation,new technology situation and simulation situation;Novice physics teachers should pay attention to the timing and pertinence of feedback and use appropriate evaluation methods according to the teaching situation;After class,we can reflect on the questioning behavior in class by observing videos,expert guidance and student feedback;Novice physics teachers should deeply interpret the new curriculum standards and new teaching materials,grasp the spirit of the new curriculum and carry out classroom questioning more efficiently.