| Chemistry Curriculum Standards for Ordinary Senior High Schools(2017 edition,revised in 2020)stipulates that teachers should create real and valuable problem scenarios in teaching to promote the formation of students’ core literacy.Teacher’s question and answer is the platform for the formation of students’ core literacy and also the main way of testing students’ core literacy.It is of practical significance to enhance teaching interaction and improve teachers’ questioning level to improve chemistry class quality.Classroom teaching is inseparable from the communication and question and answer between teachers and students.Teacher’s question is the key component of teaching dialogue and plays an important role in teaching.Since the implementation of the new curriculum reform,teachers’ questioning levels and ways have begun to change,but in most cases,teachers’ classroom questioning is still inefficient.The level of classroom questioning is mainly about simple memorization,which is not conducive to the cultivation of analytical ability and problem-solving ability.The consistency research of chemistry class question and answer can help teachers understand the situation of class question,improve students’ initiative in class,increase the interaction rate of chemistry teaching,and provide data support for improving the quality of chemistry class.To sum up,we need to know what kind of questions are valuable.Many people believe that questions that improve students’ ability to analyze and solve problems are valuable.Then,do students’ answers meet teachers’ requirements for high-level questions,that is,do high-level questions necessarily mean high-level answers? Of course use chemistry classroom quiz question to determine the value of consistency this argument is questionable,the main purpose of this study was to explore the teachers’ questions and students answer level if there is a correlation,namely the chemistry classroom "q-a" consistency,through this study,is beneficial to enhance the level of chemistry classroom questioning,is beneficial to increase the students’ classroom participation,It is beneficial to cultivate students’ chemical core accomplishment.It provides some reference for teachers and researchers who pay attention to classroom questioning.This paper is divided into the following parts:The first part is the introduction,including the research background,research content,research significance,mainly expounds why to study chemistry classroom question and answer consistency.The second part is the research status at home and abroad,including domestic research status and foreign research status,including the connotation of classroom questioning,questioning dimensions,answer forms,classroom language observation system,foreign research status includes consistency research,language observation research.The third part is the theoretical basis,based on the learning transfer theory,classroom interaction theory,zone of proximal development theory.The fourth part is the statistical study of classroom observation,including the train of thought,purpose,content,object,establishment of classroom observation dimension,classroom observation video transcription,teacher interview research.This part mainly transcodes the video,which is also the data preparation stage for the consistency of classroom question and answer research.The fifth part is the main part of classroom question and answer consistency research,including classroom question level-answer level consistency analysis,classroom question-answer level-answer level consistency analysis,classroom question-answer level-answer level consistency analysis,classroom question time-answer level consistency analysis.The sixth part is the conclusion and deficiency.The following conclusions are drawn: the level of questioning,the way of answering and the level of answering are highly consistent,while the way of asking and the time of asking are consistent with the level of answering,but the degree of consistency is low. |
