The Research Of Classroom Questioning Skills Of Biology Course In Senior High School Under New Curriculum

Classroom questioning, which can connect "teacher-guide" and "student-centered", is an important meansto inspire students’ thinking. The effect of classroom questioning will directly influence the construction ofknowledge and the ability of creative thinking. As an essential part of classroom teaching, classroomquestioning plays a decisive role in everyday classroom teaching. However, through the survey we foundthat, in everyday classroom teaching the teachers who can really make good use of classroom questioningand use it to inspire and to guide students are really rare. Even some teachers in order to complete the taskof teaching in the limited time, they seldom question students in the classroom, it seriously hampers theeffect of classroom teaching and the effect of training which aims to improve students’ thinking ability.Therefore, the author believes it is necessary to conduct research on biology classroom questioning ofsenior high school, in order to draw our attention to the biology classroom questioning of senior highschool.Firstly, this paper describes the background that the issue was raised, the research status, the researchmeaning, the research ideas and the methods. Based on the analysis of the new curriculum idea and thestatus of classroom questioning, it proposes the importance to expand research on classroom questioning.On the basis of reviewing literatures, this paper analyzes the theories of classroom questioning, proposes tocare about students’ zone of proximal development, points out the importance that use classroomquestioning to conduct heuristic teaching and let students construct knowledge by themselves. Then, thebasic concepts involved in the study are defined, the types of classroom questioning are introduced. Basedon the new curriculum Theory and the current situation of classroom questioning, this paper researches thepurpose and the applied points of classroom questioning under the new curriculum Theory, and analyzesthe feasibility that reflects the new curriculum.Secondly, on the purpose of understanding the current situation of classroom questioning and students’questioning awareness, the author conducts classroom observations and questionnaires. The results showthat some teachers didn’t correctly understand the meaning of classroom questioning. They haven’t realizedthat students’ questioning should also be grouped into the scope of classroom questioning, and they neglected the cultivation of students’ questioning awareness. The interaction between students and teachersis too little, students can’t fully participate in classroom activities. Many problems that set in the classroomare too easy and teachers haven’t considered students’ zone of proximal development. Many teachers can’teffectively use classroom questioning to carry out heuristic teaching.Thirdly, for the problems that exist in classroom questioning and on the basis of theoretical knowledge andpractice, the author constructs a classroom questioning mode──"multiple interactive" classroomquestioning mode, which fits the actual teaching. And this paper explores its advantages and disadvantagesin classroom teaching through empirical research, and determines the role and status of classroomquestioning through the change of questioning awareness and the test scores before and after the teachingexperiment. The teaching experiment shows that the effect of "multiple interactive" classroom questioningmode is obvious, students’ interests in learning biology are significantly improved, the relationship betweenteachers and students become more harmonious, students’ questioning awareness increases gradually,students can take the initiative to think and solve biological problems. But through the research the authoralso profoundly realizes that in order to truly inspire students thinking using questioning, there still bemuch work to be perfected.