Research On The Influence On Pupil's Cognitive Engagement Levels By Teacher Questioning In Synchronous Interactive Classroom

Promoting the balanced development of compulsory education in order to achieve educational equity is an important task of current educational development in China.However,due to various reasons such as physical geography,cultural economy,and other factors,the imbalance in education among schools,regions,and urban and rural areas still exists.In order to solve the problems of poor teaching quality,teachers,left-behind children in rural teaching points in rural areas,information and basic education balanced development of Hubei cooperative innovation center have been established 10 experimental areas in multiple province and districts.And the use of information technology to promote the development of small rural schools has achieved initial results after years of practice.Among them,the synchronous interactive classroom has played an important role as a new teaching mode different from the traditional classroom.And the synchronous interactive classroom is an effective means to solve the imbalance of educational resources.At present,researches on synchronous interactive classrooms mostly focus on the investigation of teaching status,research on teaching models and their effects,research on acceptance and experience,etc.There is less research on the status teacher questioning in a synchronous interactive classroom environment,and teacher questioning will promote students cognition and reduce the cognitive load generated during the learning process.A high level of cognitive participation will improve learning performance.What are the influencing factors of teacher questioning on the level of students' cognitive engagement and how to improve the practice of teacher questioning in a synchronous interactive classroom environment?Therefore,this research focuses on synchronous interactive classrooms.Through better recording and detailed analysis of teacher questioning practice,we understand the impact of teacher questioning on promoting students' cognitive engagement and then propose corresponding improvement strategies to promote students' cognitive engagement and improves teaching effectiveness.First,the author uses the literature review method to extract the dimensions of teacher questioning that have an impact on students' level of cognitive engagement,including questioning level,questioning ecology,wait time,and the feedback of the question.With reference to more mature scales in foreign literature,a coding scale for each dimension of teach questioning and a coding scale for cognitive engagement levels are established.Secondly,the author randomly selected teaching areas in the experimental area for recording,and used the NVivo software to transcribe and encode the video,and carried out a small-scale trial encoding and corrected of the encoding system.Third,in the formal coding phase,a total of 458 question sequences in 26 synchronous interactive classroom videos were collected as data sources.SPSS software was used for statistical analysis,including correlation analysis,regression analysis,analysis of variance,T test,etc.,the data processing results were analyzed in depth and corresponding improvement strategies were proposed.The main conclusions of this paper are:(1)Questioning level,questioning ecology and cognitive engagement levels are strongly correlated,and wait time is moderately correlated with cognitive engagement levels.(2)Questioning level and questioning ecology have a significant positive impact on cognitive engagement levels.(3)The cognitive engagement levels of students with feedback are higher than that without feedback.(4)The cognitive engagement levels of students in the synchronous interactive hybrid class are higher than that in the synchronous interactive delivery class.(5)Teachers ask less high-level questions,have shorter wait time,and lack openness to questioning ecology.(6)Teachers have fewer individual questions,and the individual questions are unevenly distributed in the teaching community.Based on the analysis of the impact of teacher questioning on pupil's cognitive engagement levels in synchronous interactive classrooms,and referring to existing research,the author puts forward four suggestions to improve the practice of teacher questioning in synchronous interactive classrooms and promote student cognitive engagement:(1)Carefully design questions based on the recent development zone,and focus on the cultivation of students' thinking ability.(2)Prolong wait time appropriately to give students time and space for full thinking.(3)Timely feedback and increase effective feedback forms.(4)Combined with synchronous interactive classroom,it promotes diversified questioning methods and encourages students to take the initiative to ask questions.