The Study Of The Design Of Classroom Questioning Under The Background Of New Curriculum Reform

Classroom questioning is a mutual exchange of teachers and students forknowledge points in classroom teaching. Which is also an important means for teacherswith teaching effect. Effective questioning not only can stimulate students’ learningmotivation and enthusiasm, divergent students’ thinking, exercise the ability of thestudents’ class participation, but also can help students to master the focus of knowledge,help teachers receive timely feedback information. Current, new course corrections is infull swing, questioning in teaching also has issues about quality, standards andeffectiveness of poor conditions.So it will be of great meaning to research the strategiesof classroom questioning design, under the new curriculum reform.In China2010, issued The Programs of Basic Education Course Reform. Throughthe analysis of teaching basic idea of new curriculum reform, as well as the research ofthe changing of classroom questioning role and function. Master the necessity of thereform of the classroom questions under the background of the new curriculum reform.With some classroom teaching lectures in the primary and secondary schools of Harbin,and on the student’ questionnaires, teachers’ interviews, analyzed the effect ofquestioning and the existing problems.The result of classroom questions show thatcurrent classroom questioning in classroom teaching existed the promblems such asstudents’ consciousness, the study enthusiasm low, poor thinking,as well as tht teachers ’knowledge on the main position of students floated on the surface, the use of classroomquestioning insufficient, cognitive thinking method of the penetration of in-depth, etc.According to the features of classroom questioning, while considering the students’thinking and mental characteristics, put forward several strategy about the questioningdesign: first, design good questions according to the curriculum standards and the rules;second, problems should easily to moderate, setting problem according to differentstudents; third, take a variety of reasonable questions method; fourth, grasp the questiontime, flexible forms; fifth, focus on interesting inspired thinking, teacher and studentcommunication; sixth, showing the questions and answers reasonably. Combined withthe current problems in the classroom questioning, discuss classroom questioning need to pay attention to the technical note point such as highlight the key, inspired induction,creating context, principles of practice, etc. Question for all students, avoid randomanswer, set aside the answer time, never excessive recognition, control the number ofquestions and so on, also note the penetration of thinking methord.