The Evaluation And Strategy About Effectiveness Of Teachers Classroom Questioning

The teacher’s classroom questioning is a kind of the communication between teachers and students which occupies a significant role in the teaching. In the class, the validity of teachers’questionings has been one of the key factors restricted to the effect of teaching.In order to promote the effectiveness of teachers’classroom questioning, First of all, we should know the value and significance about effective classroom questioning and the problems or insufficiency in the current class.Existing research suggests that effective questioning can broaden students’thinking and train their ability to express and increase the efficiency of class. Moreover, this can also adapt to the new curriculum’s demands. Based on this, I suggested:effective classroom questioning can also teach students to ask questions and foster students’ problem consciousness and critical ability, which cultivate the students’innovation spirit and innovation ability fundamentally. Students should have the problem consciousness and the ability to "pose questions". This kind of classroom demonstration role or effect of problem and answer can gradually transform the body of the questions by teachers for the students, teach students to ask questions and have problem consciousness.Based on Good and Brophy’s "questioning behavior types detection coding table", I analyzes the real classroom activity, and made a questionnaire survey whinh is used to proven the current status and put forward to the problems needs to improveat present.How to evaluate the validity of a teacher’s classroom questions? How to improve the classroom questionings? The author works out 4 "Level indicators" of evaluation criteria for the validity of questioning in high school classes:the basic requirements of questioning, the thinking-level of questioning, the quality of teachers’ questions, the feedback of teachers. With deep theoretical analysis, demonstration and elaboration, the author expounds the corresponding strategy in an High school Chemistry teaching perspective.This research is a supplement to the study of others. Scholars are very concerned about teachers classroom questioning, and there are a lot of research results. Mainly focus on the meaning and value of teachers’ classroom questioning as well as the principle of classroom questioning. On the basis of others research, I combine with the practice of the teaching mode of "the five steps in classroom" in my school, and put forward some new understanding and ideas.This research is the differentiation and deepening of research to others. I studied the evaluation standard of classroom questioning, and on this basis or guiding ideology, I expounds the corresponding strategy in an High school Chemistry teaching perspective.