Investigation And Research On The Current Situation Of Questioning The Present Situation Of Rural Junior Middle School Students In Liaoning Province

Biology classroom questioning has a positive and irreplaceable role to cultivate the students’ thinking ability, innovation consciousness, and logical thinking ability. In the junior middle school stage, biology classroom questioning can stimulate students’ interest in biology, and lay a good foundation for later learning. Today, there is still a gap between urban and rural areas in education. It’s an attention to us about how the status quo of the countryside junior middle school biology classroom questioning,what are the problems, and how should to improve.This thesis mainly adopts the literature analysis, questionnaire investigation,interview method, mathematical statistics method, action research method to analyze the status quo of the countryside junior middle school biology classroom questioning.I chose some countryside junior middle school of five regions in Liaoning province,to distribute the teacher questionnaire and student questionnaire, Interview of teachers,along with education research approach, in order to more comprehensive understanding of the biology classroom questioning the status quo of the countryside junior middle school in Liaoning province.According to the survey, the status quo of the countryside junior middle school biology classroom questioning is optimistic, mainly includes: most biology teachers are biological professional background, they have higher literacy of biology. They have the consciousness to improve the present situation of the rural classroom questioning; they have a will to break through the key and difficult problem; the teachers focus on the students’ interest in when they design issues, and design diversified types of problems. But there are still some problems such as the less value of part of the school of biological classroom questioning; the quantity of teachers, the difficulty of design is not reasonable to the question;some teachers ignore the individuality development of the students when they are asking; students think time less; teachers’ evaluation is not timely. In the view of the found problems, the author put forward to the following suggestions; changing school idea, improve schoolemphasis on biology classroom questioning. The author designs problem quantity scientifically, controls the level of the problem; asking objects should be geared to the needs of all students, and to promote the development of each student’s personality;gives students enough time thinking, encourages students to take the initiative to ask;and evaluates students’ answer in a timely manner, correctly handle the students’ wrong answer.According to the above problems existing in the countryside junior middle school classroom questioning and countermeasures, the author designed the suited case and classroom teaching, in order to test the effectiveness of the solution. The author hopes, through this article to improve the countryside junior middle school biology classroom questioning the status quo play a positive role, provide a reference for the biology teachers in biology classroom questioning, narrowing the Liaoning province education level of the gap between urban and rural biology classroom questioning.