Strategies For Optimizing Questions In Chemistry Classes In Senior High School

Classroom questioning is a kind of teaching behavior that used the questions raised by teachers as a vehicle to train students' thinking ability and promote students' in all-round way development.More and more experts and scholars are paying attention to the behaviour in the course of the new curriculum reform.After consulting a large number of literature and books on classroom questions,a questionnaire survey was conducted by the author among chemistry teachers and students in Minquan County Senior High School,and learned that questions need to be improved in the design of questions,the process of asking questions,the reflection of questions,and the cultivation of students' problem awareness when chemistry teachers using classroom questions.These factors restricted the effect on the chemistry class in the school,and affected the improvement of the teacher's teaching effect and the overall development of the students.In order to improve the status of classroom questions in chemistry teaching in Minquan County Senior High School,the author tried to find out the corresponding optimization strategy.The specific implementation is as follows: Optimize the design process of classroom questions with the guidance of flexible problem context,precise gradient of problems,precise content of questions,and rationalization of problem structures;From the questioning mode,the answering mode,the waiting mode,and the answering mode,the teacher's questioning process is optimized;The problem design,questioning effect,and questioning process are used to optimize the reflection of teachers' questions in class;Help students overcome psychological obstacles and teach students questioning methods to cultivate students' ability to ask questions.Based on the above strategies to optimize the questioning strategies in high school chemistry classes,I conducted a experiment on chemistry teaching in Grade one class A2 and A3 in the 2017-2018 school year in Minquan County Senior High School.In the experiment process,the A2 class taught by the author was used as the experimental class.The above optimization strategies were strictly used in the teaching process to optimize the various aspects of the classroom questioning.The A3 class taught by my colleague who used the traditional teaching method(colleagues still had much room for improvement in class questions)was used as the control class,conducted a practical study of this topic.After five months of experimentation,the following conclusions were drawn by comparing the chemistry scores of the two classes,the quality of questions raised in class,and the students' interest in learning chemistry.1.Classroom questioning this important teaching process has not caused the full attention by chemistry teachers in our school.In the course of the new curriculum reform,we should change the traditional teaching model,attach importance to classroom questions,and keep up with the development of the times.2.In high school chemistry teaching,teachers can indeed use the strategies derived from this article to optimize classroom questions and improve teaching results.At the same time,students' problem awareness has also been cultivated in this process.The students' thinking is more flexible.The ability has been greatly improved.3.During the process of optimizing the classroom questions,chemistry teachers improve the evaluation of students,which can make the teacher-student relationship more harmonious,and then improve students' enthusiasm of learning chemistry.