Study On Question And Answer Behavior In High School Biology Class

The "Senior High School Biology Curriculum Standards(2017 Edition)" was promulgated by the Ministry of Education in early 2018.It emphasizes that biology teaching should focus on students' needs for future social development and personal life,and develop students' core literacy from the concept of life,scientific thinking,scientific inquiry,social responsibility and other aspects.But the cultivation of students' core literacy is a long-term and gradual development process,which requires teachers to run through the teaching process of each classes.As the most important part of classroom teaching,classroom question and answer behavior can create situations,stimulate and guide students to think,and promote emotional communication between teachers and students.The classroom question and answer behavior plays a key role in cultivating students' core literacy and promoting the professional development of teachers.However,many studies have shown that the effectiveness of different teachers' classroom question-and-answer behaviors varies greatly.Therefore,it is especially important to analyze the problems of question and answer behavior to improve the effectiveness in high school biology class.In this study,we selected eight provincial-level quality classrooms in the "One Teacher,One Excellent Course" website in 2018 as the research sample.Based on the classroom observation LICC paradigm developed by Cui Yonghuo,we chose the problem clarity,problem type,problem presentation method,the answer question method and question level of students,and the answer type of teacher as six observation points.Through the compiled observation scale,we observed repeatedly,recorded and analyzed the teacher's classroom question and answer behavior in the lesson video.Besides,in order to analyze the different teaching effectsthat may be caused by different classroom question-and-answer behavior characteristics of thesame teaching content,according to the concept of heterogeneity of the same class,two teachingvideos were selected and compared in the same class.The results were showed as follows:(1)The clarity of the questions raised by the teachers was high,but there were also a few who lacked the language of the teachers and the language was too embarrassing,causing the problems to be unclear;(2)75%of teachers were more likely to use oral account to present problems.Most of teachers were able to choose the appropriate method of presentation according to the content of the teaching;(3)Analysis of the types of questions indicated that 70%of problems were low cognitive level,and high cognitive level accounted for 30%.Among them,the proportion of application problems were 6.8%and evaluation problems were 5.3%.The proportion of comprehensive problems were close to zero,and the types of questions raised were not rich enough;(4)75%of teachers preferred to ask students to answer questions collectively,and rarely to ask students to answer questions individually;(5)When students answered questions,the proportion of innovations was extremely low;(6)In terms of answering,teachers always used words that were similar,mostly simple"good,nice,awesome",and repeated students' answers frequently,but less used the way of questioning,inquiring and the reorganization strategy;(7)The main reason for the high school biology teachers' choice of problem types in the classroom question and answer behavior was the teacher's teaching goals;(8)The teaching language expression ability of high school biology teachers had a great influence on the clarity of the questions,the question and answer atmosphere,the initiative of students to answer questions,and the level of students' answers to questions.In view of the problems in the questioning and answering behavior of high school biology classrooms,this study proposed the following optimization suggestions.1.Enhance the logic and clarity of language expression;2.According to the teaching objectives,design the types of cognitive problems rationally and increase the proportion of the open questions;3.Value evaluation,diversify the way to respond to the students' response,and respond correctly.It is necessary to pay attention to the reorganization strategy,summarize further and integrate the students' responses,and apply strategies skillfully such as inquiry and questioning according to the students' reaction;4.Focus on generation and reflection in the question and answer process.