Observational Study On The Effective Questioning Of High School Biology Class

Question is an important part of classroom teaching,it is one of the main teaching methods to achieve the purpose of classroom teaching.As a carrier throughout the teaching process,classroom questioning become a link between teachers and students of bilateral activities,it is an important way to guide students to learn,to expand students’thinking.But in my teaching practice,I found that there are some inefficient or ineffective question,which directly affect the effectiveness of teaching.Therefore,it is of great significance to study how to improve the effectiveness of high school biology classroom questions.This paper uses the literature research method and observation method to study high school biology classroom questions.Firstly,it clarifies the connotation of effective questioning and explains the characteristics of effective classroom questioning.Then,according to the existing observation tools and the previous study of the characteristics of the effective classroom questioning,the author chooses eight observation points,which are observable and can be accurately classified for any single question,and refine the eight observation points into 22 performance indicators,make a "classroom questioning observation scale" and enter the high school biology classroom to record classroom questioning in 46 biology classes.The results show that the classroom questions have such deficiencies:the content of the question has nothing to do with the emphasis and difficulty,less open questions,not concise and clear statement,unfriendly attitude,the waiting time of most questions are too short,inappropriate answer mode and lack of positive response.Then I choose three sections to reflect the various aspects of high school biology normal class and a good performance of the public class,first use the observation scale to explain the overall situation;then combined with the corresponding teaching fragments,analyze the impact of teacher ’s different performance on questioning.The results show that there are some shortcomings in the questioning of teachers in the normal course,and the performance of these inappropriate questions will have a negative effect on the validity of the question,and the questioning in the open class is better.In the end,the author puts forward the strategies to improve the validity of the questions in the high school biology classroom from the aspects of question design and question implementation in combination with the content of high school biology course,in order to enrich the relevant theories of effective classroom questioning and promote teachers’ mastery of questioning skills.