| Biology for high school students is a basic subject concerned with mankind's sustenance and development.In the phase of elementary education and especially under instructions of Jiangsu's current examination system of 3+ academic proficiency test+ comprehensive quality evaluation,the academic proficiency test serves as the first threshold to college which is of great importance to students for it determines whether one is qualified for the national college entrance examination.Biology is also a subject included in the academic proficiency test and therefore has great influence on the test results.How to make full use of limited time to guide students in acquiring relevant knowledge is well worth thinking.Based on extensive surveys beforehand,this research here mainly addresses the issue of effective questioning in rural high school classes with the aim of passing the academic proficiency test.The research subjects are Grade 2 students in Erling High school in Danyang,Jiangsu.It analyzes students5 learning abilities of various subjects and the causes of differences and tries to come up with some findings to promote effective questioning in rural high school classes.This writing consists of 6 parts:Part 1 Preface mainly deals with the background,aims,meanings,current situation and methods of research;Part2 is about the definition of effective questioning in biology classes and its theoretical basis;Part 3 is about the surveys and analysis of the current situation of effective questioning in high school classes,which includes questionnaires for both teachers and students,an analysis of the problems and a summary of the causes;Part 4 analyzes some examples by comparison,identifies inefficient or ineffective questioning and sums up effective questioning;Part 5 offers some inspiring suggestions on how to design and conduct the strategies of effective questioning in high school biology classes;Part 6 summarizes the research and also reflects on some shortcomings of it. |
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