The Differences On Classroom Questioning Level Between Novice And Expert Senior High School Chemistry Teachers

Questioning in the class,as an essential part of class management and teaching process,is a means to help teachers to improves students,thinking,make the assessment and to encourage students to realize the learning goals.Teachers,through raising questions,arouse students thinking activitiess build a connection with students and improve the interactions with them as well.Questioning in the elass can help teachers learn the students9 learning conditions further.In the actual teaching process,there are certain core factors to affect it.What differences between the novice and expert teachers in questioning in class has always been an important research subject in terms of these factors.This thesis aims to figure out the differences between these two kinds of teachers in questioning in class by making comparison and analysis,as well as put forward possible solutions,which will provide reference and suggestions to accelerate the transformation from the novice teachers into the expert ones.The subjeets of the research are three noviee chemistry teachers and three expert chemistry teachers in a high school in Urumqi.This research involves three steps.The first one concentrates on the preparation of doing observations which includes literature review from home and abroad,and making the observation scale and questionnaires;The second step mainly focuses on the class observations,questionnaires and interviews after class so as to collect the data.The third one is concerned with drawing conclusions in terms of the differences between these two sorts of teachers through analyzing the data and making discussions in order to put forward reasonable advice in designing questions and bridging the gap for novice teachers.The conclusion of this research can be shown from four aspects.First,the expert teachers generally design the questions before the lesson with fully consideration about students,cognitive level and the content in their lessons.They normally are able to come up with highly related questions as well as pinpoint the core content in the lessons,while,the novice teachers pay less attention to designing questions before the lessons and they mainly concentrate on meeting the requirements of teaching schedule.Second,expert teachers are skilled in designing and raising questions to get valuable information about students and how they master the knowledge,to make effective interactions with students and to make opportune adjustments,which will improve their effectiveness of teaching.Third,to some extent,the expert teachers are more reflective than the novice ones regarding questioning after class.Last,compared with expert teachers,the novice teachers prefer to giving positive feedback and encouragement after students answering questions.They are capable to combine their questioning with fte information technology,which should be appreciated.The innovativeness of the researchThere have been many researches about the differences of questioning in class between novice teachers and expert ones,and the conclusions are different as well.From the perspective of the whole picture,the researcher attempts to figure out the core factors which affect the questioning these two kinds of teachers.Trough class observations,questionnaires and interviews,the researchers analyze the data and draw the conclusions about the differences.The researcher use PDCA to improve the teaching and class management of novice teachers and put forward reference and suggestions,which is capable of being used in other related researches.