Structure The Framework Of The "Question Chain" In Senior Biology Class Teaching

From the view of educational psychology theory, the initial link of students'thinking process is asking questions and during our class teaching process, teachers often propose questions by questioning, thus making it important in teaching. What the research structured about"question chain"in senior biology class teaching contributes a lot to the effectiveness in classroom questioning, which promotes their professional skill in return. By interviewing front teachers about the current situation in classroom questioning, affirmative attitudes are collected after analyzing the results but not enough in schedule, accuracy, appropriateness, arrangement of ideas, effective encouragement and after-class reflection as well as the knowledge of"question chain"teaching.The definition of"question chain"is defined and deep understanding in characteristics, effects, design principles and other speculative knowledge are acquired by studying the documents and materials. According to author's teaching experience in senior biology teaching,"question chain"is separated into three types that are compatible with leading-in, presentation and summary. Deep and careful study of"question chain"is carried out and many concrete examples are added to each type division, followed by characteristic analyses and practical sum-ups. While gathering the examples of these three types, the framework of"question chain"is completedClass teaching with typical sections can be implemented ultimately and then enrich the framework of"question chain"from practice by reflecting.