A Study On The Influence Of Teacher Questioning On Students’ Cognitive Level

Students’ thinking activity is the core of classroom teaching.Classroom teaching should stimulate students’ thinking activities and improve their cognitive level.Students’ cognitive level not only has periodicity in the personal development process,but also has the diversity in the specific task situation.Questioning is a sustainable teaching method,which not only embodies the professional ability of teachers,but also has an important influence on students’ cognitive development.All the time,questioning has always been a concerned topic of researchers,but there are few studies on the change of students’ cognitive level in problem situations.The purpose of this study is to explore the relationship between teachers’ questions and students’ cognitive level,and put forward some feasible suggestions to teachers to improving students’ cognitive level.On the basis of constructivism theory,dialogue theory and thinking type of classroom teaching theory,this paper adopts the methods of classroom observation,interview and case analysis,studies the questioning and its influence on students’ cognitive level from two angles of quality and quantification.The author uses the observation scale and the coding table to observe 20 lessons,analyzes the typical course cases,and conducts the structural interview to four teachers.Through the above research,this paper draws conclusions and suggestions:1.Teacher’s question is insufficient,the concrete manifestation is: the problem is dense,random and broken;high level questions are few,ignore elicitation;the way of answering which neglects the subjectivity of students is single;because of efficiency,the time of pause is insufficient;lack of process feedback,the teacher-student dialogue is difficult to go further.2.The level of questions asked by teachers,the way of answering,the waiting timeand the type of feedback have influence on students’ cognitive level.First,there is a highly positive correlation between the level of problem and the level of students’ cognitive level:the problem of low cognitive level inhibits students’ thinking activities,and the problem of high cognitive level stimulates students’ thinking activities.Second,there is a low correlation between the way of answering and the students’ cognitive level: no answer and the teachers’ answering shouldn’t show the achievement of students’ thinking,collective answers tend to cause students to be idle in their thinking,the individual answering prompts students to think,the group discussion activates the students’ thinking.Third,there is a moderate correlation between the waiting time and the students’ cognitive level: the short waiting time causes the student to think insufficiently,the appropriate waiting time gives the student the sufficient thinking space,the invalid waiting time causes the students’ negative response.Fourth,there is a moderate correlation between the feedback type and the students’ cognitive level: no feedback and result feedback block the students’ thinking,and the process feedback deepens the students’ thinking.3.This paper puts forward the feasible suggestions on how to improve students’ cognitive level.First,improve teacher’s skill of questioning: put forward “the main problem”according to the important points,form “The problem chain”;change the habit of answering the collective,encourage student to discuss;control the waiting time properly,avoid invalid waiting,and use the process feedback flexibly such as questioning and prompting,extend the teacher-student dialogue.Second,stimulate students’ thinking activities: understand the stage characteristics and individual differences of students’ cognitive development,exert the wisdom of teaching according to different classroom situations,and create relaxed and cheerful classroom atmosphere.