A Study Of Teachers’ Effective Questioning For Deep Learning In New Teaching Contents

Course teaching is the main channel to cultivate innovative talents with all-round development of morality,intelligence,physique,aesthetics and labor,and the key to improve the effectiveness of classroom teaching lies in teachers.The goal of Accelerating the Modernization of Education and Building a Strong Educational Power " undoubtedly puts forward new and higher requirements for teachers.Facing the shallow learning phenomenon that is widespread in primary and secondary schools,how to realize the educational reform of changing "teaching" into "learning”has become an important starting point for teachers to grasp the new educational era,and asking questions is the most effective way to promote students’ thinking activities and skills development.Therefore,teachers’ effective questioning for deep learning is an important way to realize the normal development of deep learning classes,and the only way to realize the educational concept of "people-oriented" and "life-long development".In this context,this study is based on the learning theory of constructivism,Zone of Proximal Development and discovery learning theory,with the research paradigm of "classroom video—classroom observation—classroom text recording—teacher effective questioning behavior coding and analysis—a sub-item study of effective questioning behavior—drawing conclusions".Through comprehensive comparison and analysis of effective questioning behavior research of teachers at home and abroad,the S-T teaching analysis method and IRF ternary dialogue theory applicable to this research are selected as the main research tools.Then,we construct a teacher-student behavioral observation scale and a teacher’s effective questioning behavior observation coding table,and comprehensively analyze the selected classroom teaching segments of the selected teachers for deep learning questions in qualitative analysis software NVivo 11.The conclusions of this study on the commonality of the teachers’ effective questions for deep learning are summarized asfollows:(1)The dimension of teacher questioning level:Paying attention to the application of the "recent development zone”theory in questioning,and the problem setting follows from simple to difficult,from low to high,and the principle of gradual and orderly;aiming to provide students with a ladder and support for the development of thinking.(2)The dimension of teacher question type:Good at rational use of open questions,semi-open and semi-closed questions,and closed questions.The combination of the three,to present teaching problems in the most effective way,stimulate students’ higher-level thinking as far as possible,and maximize the effectiveness of the problem.(3)The dimension of teacher choosing the answer to the question:The teacher selects students who voluntarily answer or do not voluntarily answer according to the student’s reaction.At the same time,teachers radiate to the collective when questioning individuals to achieve as many opportunities as possible.(4)The dimension of teacher pause:The waiting time after the teacher’s question can effectively improve the number and quality of the questions answered by the students.(5)The dimension of teacher’s answering method dimension:The teacher ives feedback to the students in a timely manner by adopting affirmative or repeated answers,encouraging or praising the students and questioning,and proposes specific application scenarios of five kinds of answering methods.Finally,an effective strategy for constructing behavioral patterns which is about teachers’ effective questions for deep learning is proposed:(1)Carefully presuppose questions and focus on generating classrooms;(2)Desalinate the question form,and focus on the nature of the problem;(3)Comprehensively use the answer to improve the quality of teacher-student interaction;(4)Use the waiting time to improve the level of students’ answers reasonably.