Research And Application Of Questioning In Senior Biology Class

The appropriateness of questioning ways have a direct impact on teaching quality and the degree goals. Appropriate questioning ways is not only a bridge for communication between teachers and students, but also can inspire students to think and question, guiding students to learn actively and developing their thinking, and therefore enhancing the effectiveness of classroom teaching. But in today’s classroom questioning, the teachers’questions have developed into a number of misunderstandings such as questioning blindly, questioning casually, punishment replaced by asking, which not only did not mobilize students’ thinking ability, but suppress the students’interest of thinking. The reason for this phenomenon is that professional skills of the teachers themselves are not mature enough, not develop into a scientific question of a way of thinking and consciousnessIn this study, literature research, questionnaires and case analysis are used, trying to collect and consult the relevant literature, a comprehensive analysis of classroom questioning the meaning, classification, principles, and strategies. Through three aspects, such as preparation of questions before class, specific embodiment of questions in class, and the response of questions after class, getting to a preliminary understanding of high school biology teachers’understanding of class questioning and students’perceptions of questions, and ultimately proposing appropriate response measures and suggestions. Finally, the actual teaching (new lectures, experimental classes, review classes) cases were analyzed, to provide a theoretical basis for improving teachers’ questioning skills, and ultimately, to promote the development of high school biology teachers’professional skills.Through this study, firstly the concepts of questions have been combed from a theoretical point of view in order to enhance teachers’understanding of the questioning, provide teachers with the theoretical basis of teaching in the future. Then combine the results of the questionnaires, put forward reasonable proposals chronologically for senior biology teachers. That’s to say, the teachers will not only fully prepared before the class, but also will be flexible in the class, and select the appropriate questions to make the questioning effective. In the process of the biological classroom teaching, because of the special nature of biological sciences, many things are needed to question, the forms are also different, ways of thinking and the level of the students are different. So in the different forms of biological classroom, according to the teaching target the teachers should select appropriate questioning ways to make teaching more effective. Ultimately the development of teachers’professional skills would be achieved. Improvement of teachers’ skills would be effective to stimulate and maintain students’ interest in learning, causing the motivation and attaining the goal of teaching.