A Comparative Study On Higt School Chemistry Teacher Teaching Trait Based On Classroom Questioning

With the development of the society, teachers’ professional growth is beingconcerned.The study of teaching characteristics is an important part of the research. Atpresent, the study on the teaching qualities has made some achievements, which is useful forunderstanding the rules of teachers growth. This topic "A comparative study on high schoolchemistry teacher teaching trait based on classroom questioning" is based on the newcurriculum "student-centered" teaching philosophy, and modern educational theory as thebasis for a high school chemistry classroom questioning the status quo, relying on thequestionnaire surveys and classroom observations were compared. The study uses high schoolexpert-novice chemistry teachers for the object of study, to find out the differences in theclassroom teaching qualities, so as to provide some reference.In this study, two types of questionnaires through high school chemistry teachers in theclassroom are on before the default stage, lesson and class reflection phase AC phasegenerally understand the situation, and then through classroom observation, from the way ofthinking, questioning atmosphere, question types, question and answer mode, the frequencyof five students to ask questions perspective of chemistry experts and novice teachers’classroom questioning conducted comparative case study, through the analysis of two types ofclassroom questions so as to understand the differences.Through the questionnaire, here are the following conclusions:(1) The differences thatexist before the class stage. Expert teachers in the classroom questioning process will bebased on students ’cognitive level questions carefully designed, or even predict students’generation problem according to the teaching experience.So expert teachers in the classroomwill be easy. In a relaxed atmosphere in classroom, students can express their views freely.(2)The differences that exist in the exchange stage in class. First, teachers and experts targeteddesign issues highly, so as to avoid some pointless problems. Second, students’ thinking timeis left to run, half of the novice teachers do not give students enough time to think, he explainsthe novice teachers’ questions are relatively simple, it also shows that teachers did not leaveenough time for reflection, this is the frequency of student questions exactly coincide.Students to ask novice teachers questions are far less than the frequency of expert teachers. Finally, expert teachers are calm when they answer some students’ incomplete or wrongproblems. And you can ask students to complete their real thoughts.(3) The differences onreflection stage in class. Novice teacher class reflection focused on himself.Besides, theyfixed their eyes on whether his design is reasonable and whether the expression is clear or not;while expert teachers’ reflections focused on students, considering the needs of students more.Findings indicating in the classroom observation:(1) The thinking way of designingproblems open-minded experts are better than novice teachers, closed-ended questions, noviceteachers more complete formulation of the problem, there can be many basic questionswithout thinking.(2) The differences in classroom questioning atmosphere, expert teacherspay more attention to classroom questioning atmosphere, students in a relaxed atmospheremore conducive to free thinking proliferation and development.(3) Teachers are two types ofproblems with the issue-based defaults, but expert teachers bedding and generate issues arefar higher than novice teachers. So that novice teachers in the classroom can pay a consciousattention to this aspect.(4)The differences in the way of questions and answers. Expertteachers presented the class in diversity, teachers ask students to answer questions singlywhile most novice teachers ask students to answer questions together.It is proved that theirdesign level is not high. It also confirms this point in some case comparison.(5) Thedifferences in students’ raising questions frequently. In the expert classroom students’questions are more, but in novice teachers classroom few students ask questions.