Research On Divergent Thinking By IRF Questioning Pattern In High School Biology Class

In order to cultivate innovative talents in line with the needs of the present,high school biology classroom teaching should also keep pace with the times.The biology subject needs not only careful and sensitive observation ability,rigorous scientific attitude and specialized experimental spirit,but also the need for flexible and innovative thinking.The new world of biological field can be opened.It is proposed to develop students' scientific inquiry ability,cultivate students' ability to study for life and a positive scientific attitude,and be brave in innovation.Innovation needs to break through the limitations of thinking,broaden the perspective of thinking and diverge thinking.Divergent thinking is the key part of creative thinking.Therefore,teachers are in the classroom teaching.We should pay attention to cultivate students' divergent thinking,cultivate creative talents,and open up the new value of biological contribution in the 21 st century.Innovation can not be separated from the breakthrough of thinking and the divergence of thinking.Therefore,teachers should pay attention to cultivate students' creative thinking in classroom teaching,especially to cultivate students' divergent thinking.In high school biology teaching,teachers want to train students' divergent thinking in class,they need to exercise in different forms.Some take the "brainstorming" way to train their thinking,others take the flipped classroom form to restore the classroom,so as to train the students' thinking ability.Question is the starting point of inspiration and thinking,the exercise of thinking is mainly reflected in the problem,through the teacher's question can be mobilized to learn.Students' thinking revolves highly around problems,and thus stimulates students to think in more ways.However,according to the author's observation and research,there are still many problems in high school biology classroom teacher's question talk.This study focuses on the current situation of teachers' questioning behavior in class,and based on IRF discourse analysis theory to put forward the efficient Questioning Model in class and to carry out teaching practice research on.IRF discourse analysis theory,which was originally proposed by foreign scholars Sinclairand Coulthard,and the discourse analysis of the dialogue between teachers and students in class refers to the theory of.IRF.Teacher questions(Initiation)-student(Response)-teacher feedback or subsequent discourse(Feedback or Follow-up),abbreviated as IRF,also known as the Bermingham model.IRF theory can effectively analyze teachers Therefore,based on this theory,we can probe into the behavior of questioning and apply IRF theory to the teaching practice effectively.In the aspect of practical research,the author puts forward the efficient questioning mode of classroom based on IRF discourse analysis theory,which is called IRF questioning mode.IRFDiscourse analysis theory is originally proposed by foreign scholars Sinclair and Coulthard.It refers to the teacher's response to the teacher's question-feedback or Follow-upFs(IRFs,also known as Birmingham Model).Because IRF In the teaching practice of IRF questioning mode,the author selects two parallel classes as the experimental class and the control class.In the teaching practice of IRF questioning mode,the author selects two parallel classes as the experimental class and the control class.In the teaching practice of IRF questioning mode,the experiment class adopts the IRF questioning mode to teach,and the control class carries out the traditional routine teaching.At the end of the semester,the students of the two classes will be divergent The assessment of thinking ability,this test question is made by domestic scholar Qi Xin to the senior high school biology discipline and the domestic specific science situation,has passed the reliability validity examination,therefore has the objective reliability.The results show that there are many improper questions in the classroom.In high school biology classroom,teachers have the phenomenon that students' question answering opportunities are unevenly distributed and the level of questioning is low.Data show that this kind of phenomenon is not conducive to the development of students' divergent thinking.In the aspect of question design,the data show that the average number of teachers' questions in class is 47.13,among which the initial questions are 23.88,accounting for 50.67% of the total questions,and the average number of teachers following students to answer follow-up questions is 15.75.33.42% of the total problem.So it can be seen that there are many descriptiveproblems in the biology class in senior high school,less extension of follow-up problems,lack of depth of problem discussion,only staying on the surface of the problem,so it can not reach the degree of developing students' thinking.It is known in the practice results that the students in the experimental group are fluent in thinking,The three aspects of flexibility and uniqueness show significant improvement,and their scores are 21.18 + 5.79,10.90 + 2.99,8.40 + 1.50.,respectively.The IRF question model effectively improves the classroom questioning and improves the teacher's questioning in the classroom.Quality,and achieve the goal of cultivating students' ability of divergent thinking.At the same time,the research of cultivating students' divergent thinking from the perspective of teachers' questioning behavior under the guidance of IRF theory has made a positive contribution to the overall teaching quality and the improvement of teaching level,which is also the main innovation of this paper.In the cultivation of innovative talents,IRF question mode embodies significant value significance.