A Study On The Effectiveness Of Classroom Questioning In Senior High School Chemistry

Classroom teaching is the interaction between teachers and students,the process of communication and development,and to achieve the most commonly used process,the most important means of teaching is classroom questions.Classroom questioning as a carrier throughout the teaching process,as a bridge between teachers and students thinking activities,is to guide students to learn,develop an important way of thinking students.However,in the actual chemistry classroom teaching,all kinds of inefficient and ineffective questions directly affect the implementation of chemistry and effective teaching.Therefore,it is of great significance to explore the factors that affect the effectiveness of high school chemistry classroom questions and how to improve their effectiveness.Based on the previous research foundation and the actual teaching experience of the author,this study has developed the evaluation standard of the validity of classroom questioning.The standard is from the five dimensions of the relevance,level,enlightenment,openness and emotion of the chemistry classroom.Chemistry class questions.Through the classroom observation and teacher interviews to find the reasons for the low efficiency of the question,and put forward the corresponding implementation of the corresponding strategy.The results show that there are four main reasons for the inefficiency of high school chemistry classroom question:(1)the level of classroom questioning is not strong;(2)enlightening of the classroom questioning is not enough;(3)classroom questioning emotional lack;(4)teachers do not have a deep understanding of classroom questions.Therefore,in order to improve the effectiveness of high school chemistry classroom questioning,this paper puts forward the corresponding countermeasures for the above problems:(1)to improve the classroom to ask questions of the level of countermeasures:(1)earnestly grasp the teaching content,master the logical relationship between theproblems;(2)according to the level of student learning,grasp the difficult gradient of the problem;(2)to improve the classroom to ask questions of inspiration:(1)inspire students to fully integrate the thinking of students with the actual level of learning;(2)inspiration should be appropriate,when the students are difficult to understand.(3)to improve the classroom to ask questions of emotional responses:(1)with a clear language,to encourage sexual tone to ask questions;(2)ask questions and students from the actual life of the place to contact;(3)more to give students the actual evaluation;Encourage and guide students to ask questions and listen carefully to students' questions.(4)teachers to deepen the understanding of classroom questions: teachers to keep up with the times,lifelong students,constantly updated their own teaching philosophy and chemistry teaching concept.