The Research Of Effective Questioning Of Geography Course In Senior School Under New Curriculum

With the great development of the new geographical curriculum reform, great place has been taken in the way of learning and teaching, another, the courses, the method of teaching and the way of interaction between student and teacher have been reforming deeply for many years. The curriculum reform come up with lots of new standards to geographical teaching. How to reflect dominant ideal "student centered development" in geographical class, and how to make teaching and studying to be efficient, all of which have became the most important issue on research of subject teaching. Classroom questioning also play a vital role in the effective teaching in geographical class. It have substantial benefits to improve the efficiency of a geography class have important function of the feedback and regulation, incentive and participation, inspire and cultivate of the geography classroom teaching. On the other hand, there are some misunderstandings existing in the geography classroom questioning. Therefore, it is imperative to explore the validity of the geography classroom questioning under the background of new curriculum reform.Classroom questioning should been further studied and promoted constantly with the guidance of new curriculum reform. On the one hand, theoretically, it not only can promote geography teacher pay a great attention on classroom questioning, it also will update the original concept of education, and form a intrinsic and scientific view on the geography classroom questioning so that geography teacher can build up the knowledge system of the teaching in the classroom questioning strategies. On the other hand, in practice, the instruction of new curriculum reform ideal can help teacher improve the skill of questioning, guide teacher to pursuit the effectiveness of classroom questioning, implement the student’s dominant position, and also promote the professional development of teacher. Study on classroom questioning has made considerable progress at home and abroad, and has gained many professional works and thesis. However, there are also some problems, for working out the problem, the study should put the theory into practice and adopt the wide variety of methods with comprehensive view.This paper, on the basis of Geography curriculum reform, effective teaching theory, geography teaching reference, constructivism theory, and teacher-student interaction theory, mainly discusses the validity of the basic theory about the high school geography classroom questioning, which include classroom questioning meaning, type, function and principle. The actuality of questioning validity is analyzed by many kind of approaches, for instance, literature survey, interviewing method, qualitative observation and questionnaire survey, and so on. The result show that teachers have certain degree awareness on questioning validity in the classroom, but actually, not all the questions are effective. There are many problems in the geography classroom questions which is due to the insufficiency of professional growth and developmental environment, those drawbacks prevent teacher to know some substantial knowledge about the validity of classroom questioning, and make teacher to be lack of a deep awareness of effective question design and the capacity effective questioning.So many issues faced by every teachers is that how to take full advantages of classroom questioning to elevate student’s thinking development and achieve teaching objective. Under the background of the new curriculum, seeking to the effectiveness of classroom questioning and exploring effective questioning strategies has become the pursuit of value for one geography class. According to the educational philosophy of the new curriculum, teacher should change obsolete teaching ideal timely when formulate and implement the strategies on the effectiveness of high school geography classroom questioning. Teacher also should strengthen its own theory of learning instantly, while guiding student carry out the inquiry activities. Teacher should put the effective strategies into teaching practice in the high school geography classroom, including the strategy of effective design about high school geography classroom questioning, effective behavioral strategy and the strategy of encouraging students to give question. Making sure the classroom questioning implement smoothly and effectively, teacher should make full preparation of plentiful issues in advance that will be melt into entire lesson planning process and all aspects of the geography course, because the preparation will influence directly the result of classroom questioning and the quality of question. The strategy on preparing specific question should be based on teaching objectives, key point of question, selecting the question object, the problem designed step-by-step, question design predictability, the expression of the language and so on. every issues, designed elaborately by teacher, promote that geography courses to be carried out smoothly and teaching assignment to achieved, lots of special strategies on effective questioning behavior consist of a harmonious and democracy questioning environment construction, effectively raise one question, appropriate time for response, proper time for giving question, correct time for giving right answer, etc. Therefore, the effectiveness of teacher questioning behavior often directly related to the success of classroom teaching and determined the quality of teaching. Furthermore, in the background of the new curriculum reformation, for improving the effective classroom questioning, it is crucial to foster student to proposal question and cultivate the students’ awareness of the problem. While coming up with a question, the questioner can be one teacher or one student. With the hand of questioning, communicating, discussing the course of the argument, student can take proactive step to acquire the knowledge and skill, and experience the process and method of resolving problem. Moreover, by presenting some useful cases about classroom questioning, this thesis based on three dimensionalities and refinement indicators, process from the function of questioning, the design of questioning, the behavior of questioning, mainly analyze the effectiveness of classroom questioning, it would be practical.