Middle Class Answer Exhibition Mode Exploration

Questioning is an important means of teachers’ classroom teaching, questioning effectivelycan inspire students’ thinking, to doubt the suspicion, with questions to stimulate interest; tocreate a vivid classroom situation; feedback accurate learning information. The answer isexpression, students’ cognitive results thinking explicit, effective answer is to cultivate thestudents’ thinking ability, an important way to improve the quality of thinking. The author foundin the long-term practice, students answer mainly exist in the following problems: answer wrong,vague, not smooth, give an irrelevant answer, answer thought blocking, answer not originality.These problems reflect the lack of the thinking ability of the students, and restricts thedevelopment of students’ thinking ability. If the problem is not paid attention to and solvedeffectively, it will seriously affect the students’ classroom learning effect, limiting the learningability of students to improve, hinder the formation of excellent thinking quality of students.In order to solve the above problem, people have done many explorations from differentangles, made gratifying achievements, such as Sun Chuncheng, Qi Zhihai etc.. However, areview of research findings, a general discussion, rigorous analysis method for less; skills,system research, and according to the practice of exploratory is rare. Therefore, since2010, theauthor in the classroom to answer show speak, attempts to study the related factors, establishesthe corresponding mechanism, and gradually building up students’ answering exhibition aboutmode, enhancing students’ speaking ability and thinking quality development. The basicapproach is: the establishment of problem structure preview mechanism, formation mechanism,cooperative mechanism, guarantee mechanism of class type, answer show mechanism,evaluation mechanism about classroom. Through classroom mechanism on the student’s responseto targeted training and training, so as to realize the purpose of cultivating students’ goodthinking quality. The author in the experimental school choice of Chinese, physics, foreignlanguages three disciplines as experimental subject.After several years of research and exploration, the experiment achieved satisfactory stageachievements. The experimental data show that: after the practice ability of the students in the classroom, answer is enhanced, the student to the classroom to answer confidence scores weresignificantly progress actively, discipline, discipline accomplishment and comprehensive subjectliteracy students have significantly improved, the thinking ability of students quality to achieve aqualitative improvement and development.This paper is divided into five parts:The first part introduces the selected topic reason, the research goal and the significance, theresearch methods of literature analysis, correlation;The second part, the analysis of "classroom to answer based on the concept of developmentabout" mode, elaborates the theoretical basis of the model generatedIdea and practice; the third part, mainly introduces the implementation measures, the modeof the steps, principles and methods; the fourth part, introduces and analyzes the effect and valueof the model obtained; finally, summarized the related inspirations from the experimental results,related suggestions are put forward to cultivating junior students classroom question answerability.