Status Investigation And Countermeasure Study On Questioning Ability Of High School Chemistry Students

For students,the ability to ask questions can be regarded as the source of innovation as well as one of the indispensable requisites.Therefore,by means of questionnaire survey,this paper systematically studied the status quo of high school students'questioning ability in chemistry and put forward the countermeasures.Meanwhile,we adopted corresponding teaching intervention and study its promotion result,which has positive effect for teachers to improve students' learning ability.This paper is divided into six parts.The first part comes with introduction,which mainly introduces the background,significance,content and methods of the issue and briefly expounds the value of this article.The second part is about the academic research on high school students' chemistry subject questioning ability,followed by the construction of evaluation standard,which is the third part.The fourth part shows the status investigation and analysis for questioning ability of high school chemistry students through questionnaire survey and data analysis.The fifth part discusses the strategy and analyses effect of improving the students' questioning ability.We followed the steps of aiming problems found in the research,carrying out teaching intervention,and testing promotion result after a period of time.The sixth part is the summary which reasonably concludes and sorts out the previous research results and contents,and then introduce the specific conclusions,innovation points and existing deficiencies of this research.The research conclusions are as follows:On the whole,the current situation of the high school students' questioning ability in chemistry is not ideal since the overall score is low and there are biggish gaps to improve in the objective,essence,cognitive level and the number of questions regarding questioning in chemistry.The specific conditions are as follows:From the perspective of gender,boys need to improve their language organization ability.And girls' cognitive level is relatively stronger,however,their calculation ability and logical reasoning ability need to be improved.As for the grade,the number of questions asked by senior students is significantly higher than that by the other two grade students,which indicates that junior students need to ask more questions.In terms of academic performance,both the quality and quantity of questions raised by students with higher grades are significantly higher than those of underachieving students,and these underachieving students need to make progress not only in quantity but also quality.From the perspective of class level,the students in the key class perform better than those in the non-key class in the objective,essence,cognitive level and the number of questions regarding questioning in chemistry.Hence,the students from non-key classes are suggested to improve their questioning ability.In order to solve the above problems,this paper proposes the following four ways:improving students' question-raising awareness,creating a good question-raising environment,implementing group learling and teaching students in accordance of their aptitude,and stimulating students' learning interest.These methods provide teachers with more points on training students1 question-raising ability.Among them,I adopted the way of group learning and teaching in accordance of students' aptitude while teaching a high school class,and the effect was relatively obvious,which also proved that the methods proposed in this paper were indeed feasible.