Research On The Effectiveness Of Junior Physics’ Classroom Questioning Under The New Curriculum Reform

New basic education curriculum reform proposed reform of education to promotequality education requirements. The new curriculum reform advocates that students shouldstudy independent learning, cooperative learning and inquiry learning, and asking promotethe development of students by way of evaluating, focusing on innovation and practicalability of students. These will eventually be implemented in the usual classroom, soteachers should master the teaching skills, especially classroom questioning. Classroomquestioning is one of the most important teaching skills, but also an important way tointeract with students and teachers, it is both skill and art. Effective teaching can improvethe efficiency of classroom questioning, to motivate students to learn efficiently is animportant way to realize the new curriculum objectives.To study the effectiveness of junior high school physics classroom questioning, thisstudy reviewed relevant literature, and current research questions are described in detail inclass, and then discusses the research and theories related to teaching, there are effectiveteaching theory, constructivism learning theory, humanistic learning theory, zone ofproximal development theory and student interaction theory, and in accordance with therelevant theory and literature, to develop an effective standard questions. Under thisstandard, the use of classroom observation and teacher interviews approach to conventionalclassroom teaching middle school physical conduct research to explore the status of juniorhigh school physics class questions and found the existing problems, such as pre-coursedesign is not the problem, questioning the lack of artistry, Asked for discretion, difficultyand teachers lack the feedback so low. Then based on the problems identified, combinedwith the specific content of the new curriculum reform, classroom questioning put forwardto improve the effectiveness of strategies, such as well-designed questions, pay attention tothe language of art, to answer timely feedback to strengthen the focus on theoreticalreflection and after-school learning. Finally, this study made a summary of the results andthe lack of research to reflect and make classroom questioning the validity of the moment are a hot research topic, with better research and development prospects.