A Practical Study On The Hierarchical Questioning Strategy In Junior High School Biology Teachin

The "people-oriented" view of students has always been a hot topic in education discussions.In the class teaching system,the teacher needs to face multiple students.How to make all the students developed,many researchers and teachers have set their sights on layered teaching.At this stage,the discussion of layered teaching focuses on two directions: one is the overall discussion of layered teaching,and the other is the discussion from the guided learning plan and microlecture in layered teaching.As an indispensable teacher-student interaction in the classroom,questioning is a teaching strategy to cause students at different levels to think and participate in the classroom.Layered questioning is a necessary part of the layered teaching.In the layered questioning strategy,teachers design different types of questions for the different students,and students will achieve different levels of development.It is possible to make all students developed.Teachers from Chongqing and Zhuhai,Guangdong were the subjects in this study.On the basis of reviewing a large number of literature,the concept of layered questioning is defined,the history and research progress of layered questioning are sorted out,and the concept of layered teaching is understood.Theoretical basis includes :the theory of individualized teaching,the theory of mastering learning and the theory of zone of proximaldevelopment.Through questionnaire,it were investigated frontline teachers that the degree of understanding of layered questioning and the difficulties in implementing layered questioning.And the crux of layered questioning was obtained by the result of the questionnaire.According to the crux and the theory of layered questioning,the layered questioning strategy of junior high school biology was constructed.The strategy was proposed to solve the mainly difficulties encountered by layered-students and layered-problem design.Based on the strategy,The author designed 4 the teaching plans.The teaching plans were applied to the actual class,The layered questioning strategy and the traditional questioning strategy were implemented for the two classes.The implementation effect was knew through questionnaires,grade comparisons and student interviews.Through the comprehensive analysis of the practice results of the layered questioning strategy of junior high school biology,the conclusion is drawn from these points:1.The teacher questionnaire shows that the large class size and a large number of work tasks have led to many teachers paying insufficient attention to the differences of students in daily teaching,teachers do not have a clear understanding of the concept of layered teaching,and few teachers will look at students with a developmental perspective,mistakenly believing that the concept of stratified teaching is to abandon students who is poor at study.2.Combined with the biology curriculum standards,this paper presents some teaching cases of Chapter 8 "Human Nutrition" and Chapter 9 "Material Transport in the Human Body" in the seventh grade biology of junior high school,which can be used as a reference for front-line teachers to implement layered questioning3.Compared with the traditional questioning strategy,the author finds:(1)The implementation of the strategy can promote student understanding of new knowledge and enhance students’ confidence in learning;(2)The implementation of the strategy can improve students’ interest in learning biology and cultivate them scientific thinking.(3)The implementation of the strategy let each level students improve their study.The differences between students are objective.The teachers should find out the developmental of students.This research aims to equitably enable every student to participate more in the classroom,to learn biological knowledge with interest,to touch the mysteries of biology.In short,each student has their own shining point,and teachers should look at the differences of students with the right mindset and look at subject knowledge from the perspective of different students.In short,each student has their own shining point.The teachers should find out the differences of students with the right educational concept.The teachers should think knowledge in the perspective of different students.