The Comparative Research On Questioning In Class Between Expert And Novice Chemistry Teachers In Senior High School

With the deep research on teachers, teacher’s professional improvement is receiving more attention from educational circles and society. The comparative research between expert and novice teachers is an important part of teachers’improvement research. At present, the comparative research between expert and novice teachers has made a little achievement and has made progress on mastering the rules of teachers’improvement. Questioning in class is the important part of chemistry teaching, and can enhance the communication between teachers and students each other, help students to understand chemistry conception and rules. Therefore, the research focuses on expert teachers and novice teachers in senior high school to find out the differences from questioning in class, which can be the reference for the novice teachers’ professional growing up.The dissertation mainly works on the following parts:(1) Analysis the existent research achievements about expert’s teachers and novice teachers, to overview the research achievements related to classroom questioning.(2) Investigation on high school chemistry teachers, from the survey analysis of expert and novice high school chemistry teacher in the classroom questioning and the differences of concept.(3) Prepare a list of the teachers’ classroom questioning to observe, entered the middle school classroom, listen to2novice chemical teachers and2expert teachers, according to the class record to analysis.(4) Investigate novice and expert chemistry teacher’s students respectively, evaluate the class questioning of teachers by students, reach the final conclusion, and puts forward improvement for novice high school chemistry teachers’ class questioning.The conclusion:There are5certain differences, which are the type and level of questioning, the designing of question, the object of question, the pause time between questions, the feedback of teachers and the quantity of questions, between expert and novice chemistry teachers in senior high school.Therefore, novice teachers should pay more attention to try to improve cognitive level of the question. Adopting diversified forms of questions. Tempering their own questioning art. Cultivating the thinking ability and the spirit of innovation and achieves of students. To think the questions more multi-angle and more multi-dimensionally, not constraining by the existing model, when novice teachers encounter the problems.