Comparative Study On Effective Questioning Behavior Of Novice Teachers And Expert Teachers In Geography Classroom

Novice teachers and expert teachers in the knowledge and the construction of composition,extraction and representation, there is a big difference in understanding and mastering etc,it is differences in these differences caused the effect of geography classroom questioning.Ask questions as a necessary means of teaching geography classroom, because of questions, questions, questions means time and skills to get different effects of different questions, some question the reason of geography classroom questioning is by asking questions of the subject, the specific process that questioner in question because of their knowledge and experience and so cause therefore, through the analysis of expert, master geographic novice teachers and geography teachers in the classroom questioning aspects of different, identify have different reasons, on the basis of novice teacher transition to expert teachers provide the reference theoretical basis, expand the geographic expert teachers team, improve the level of geography classroom questioning, thereby improving geography teaching through effective questions of geography classroom, is of practical significance to realize and promote geography teaching purpose.This study will use method and case investigation questionnaire analysis method, from the quantitative and qualitative two aspects comparative study of novice teachers and expert teachers in geography classroom questions, three levels of the questionnaire respectively from the internal, external, comprehensive aspects of the geography new hands and expert teachers in classroom the difference comparison questions, collect relevant data, analysis and comparison of the data with data software, find the difference from the quantitative and the causes of these differences, the further use case illustrates the differences and find solutions. In order to improve the level of geography classroom questioning, improve geography teaching quality as microblog force.According to the investigation and study and case analysis of the author, the author found that geography novice teachers relative to the expert teachers in the classroom questioning has many problems, at the level of mind: easier to ignore the observation and grasp of students’ emotions, can not very well put the classroom questioning situation and students’ emotional combination, ignore the importance of unconscious attention, do not pay attention to the students the relationship between temperament and questions, in the operation of external: characterization of the problem, the gradient design problem of link assignment problem, were inferior to expert geography teachers excellent. Comprehensive knowledge of Geography: novice teachers professional knowledge significantly worse than the expert teacher is rich, on the other subjects using layers of poor quality, the reasons leading to the geography of novice teachers in classroom questioning on inferior to expert teachers.