The Study On The Current Situation Of Questioning From Physics Teacher In Class In C Grade Senior High School

Asking questions in class, especially questiones by teachers, always stands an old way of teaching in the pedagogical domain, which serves as one of the most important means of communication between teachers and students in classes.Questioning in an accurate manner is of vital importance to motivate and cultivate students’thinking patterns. Quite a few scholars, both at home and abroad, have studied classroom questioning, but the studies mainly focus on the categories and numbers of questions, on the functions, on the principles and on the strategies of asking questions, and on some several aspects. The research of asking questions for physics teacher in class in the high school class C (admitted to the third batch of high school) such as for the paper defines, it is almost blank. This paper, on the basis of other relevant studies, will do some specifically research on the status of the investigation of asking questions from high school physics teachers in class C.The paper demonstrates the domestic and foreign research status of related subject through consulting a large number of relevant literatures; shows the real situation of this kind of physics classroom through classroom observations; analyzes the current situation of high school physics teachers’questions and its existing shortcomings through the issuance of the questionnaire, collection and analysis. The shortcomings are as follows:(1) weak pertinence and unclear directivity; (2) colloquialism in a single form; (3) enclosures of questions and the deficiency in inspiration; (4) shortness in time for thinking over; (5) fixedness in responders and replying methods; (6) hypophora; (7) punishment as the replacement; (8) inappropriate and unpunctual feedback; (9) mild interests and inappropriateness in the difficulty level, etc. On this basis, according to the results of the survey and the findings of shortcomings, this paper puts forward corresponding solution strategies:(1) close contact with students’life; (2) moderate openness and spare scope for extensive thinking; (3) appropriateness in difficulty level; (4) enlightening; (5) conflict feeling and interesting in content, etc. They are eight suggestions in total.Finally, this paper mainly reflects itself. The existing deficiencies and further researches are pointed out.