| In middle school, classroom teaching is the principle part in chemistry teaching, in which classroom asking is a very important link. It is the efficiency of classroom asking that became the key factor that restricts the effect of classroom teaching. But in the reality, it is found that there are innumerous low-efficiency and even non-efficiency classroom asking in chemistry teaching.Like other teaching activities, classroom asking has its own principle and function. A large number of literates and teachers have investigated meticulously both in theory and practice. But now, in the situation where the new courses are brought into effect all-sided, these investigations seem not good enough in profundity and extent. So it can not meet the needs of chemistry teaching.Firstly, this text analyses how to process the efficient chemistry classroom asking theoretically from two aspects named Pedagogics and Psychology.From the analysis of several aspects including classroom asking being a teaching behavior, the function of classroom asking, the partition of classification and the principle of classroom asking, this text analyses the characteristics of efficient classroom asking in Pedagogics. It also pointed out what should be paid attention to in chemistry classroom asking from the analysis of several aspects such as the motivation of learning, classroom communication and solving problems. Secondly, this text analyses and advances ten characteristics of the efficiency of chemistry classroom-asking. On the basis of this, a survey is made on some qualified teachers in Shijiazhuang. By analyzing the data of the survey, I confirm the characteristics of chemistry classroom asking.The result of the investigation proves that the efficiency of a chemistry teacher's classroom-asking should be based on the theoretical instruction of Pedagogics and Psychology. Only by combining the theory and teaching practice can the classroom asking be efficient. |
