Research On Teachers Effective Questioning In Biology Classroom Teaching Of Senior High School

Classroom questioning is an important part of classroom teaching and runs through the whole teaching process.Questioning can arouse students to "question",to think independently,to "question" and "explain" under the guidance of teachers,to find out the solution to the problem,and to construct knowledge.However,in the teaching practice,teachers often put forward some inefficient or ineffective problems,which directly affect the teaching effect of the classroom.Therefore,it is very important to study teachers' effective questioning in classroom teaching.By consulting a large number of literature on classroom questioning,this study seeks for theoretical basis,defines related concepts,and determines research methods.By using the methods of questionnaire,interview and classroom observation,this paper makes an in-depth investigation on biology teachers and students of grade two in Yan 'an middle school.The study found that,the following problems exist in the effective questioning in biology classroom: the questions are not well designed and lack of inquiry,the number of questions asked,the difficulty is not proper,the questions are random and lack of guidance,the educational opportunity of the middle school students is not equal,the teachers' evaluation is too single,and the questions in classroom are less introspected.In order to solve the problems of effective questioning in biology class,this paper summarizes the principles of effective questioning in biology class through literature research.The research results are as follows:(1)the questions are designed in different levels,such as questions of biological facts,questions of biological concepts,questions of conceptual knowledge system and questions of disciplinary ideas.(2)the thinking level analysis of questions in class,such as recalling questions,understanding questions,using questions,analytical questions,comprehensive questions,evaluation questions.Combining the effective questioning method with the teaching content,this paper designs a teaching case to carry out the experimental teaching in the 2019-2020 Grade 9and 10 classes of senior high school in Yan 'an middle school.In the course of the experiment,9 classes were used as the control class,and 10 classes were used as the experimental class.In the process of teaching case practice,two classes were observed and recorded,the scores of the two classes were calculated by "QUILT" evaluation rule,and the students were interviewed at last.Based on the analysis of the scores of "QUILT" in two classes,the observation records of classroom questions and answers,and the interviews with students,the following conclusions are drawn:1.When teachers put forward effective questions,they first need to grasp the students' zone of proximal development and design the depth of the questions according to the students' cognitive level.On this basis,the questions are designed at different levels,and the thinking levels of the questions are analyzed.The higher the level of problem,the higher the level of thinking,the students will be cognitive from the lower to the higher change.In this transition process,students construct the biological concept system and improve their biological science literacy.2.In classroom teaching,the effective questioning of the teacher needs to hold the interest of the question and give the students full opportunity of expression,such as oral expression,independent thinking and cooperative innovation.At the end of the course,students will be given the opportunity to question the problem,reflect on the class and improve in time.3.Teachers should follow the principle of effective questioning in classroom questioning.Classroom evaluation should give full play to the affability,motivation and philosophy of language,which will improve the status of teachers in the hearts of students.Teachers should be equal opportunity to ask questions,promote the relationship between teachers and students,and enhance students' motivation to learn biology.The teacher asks the question to grasp the question skill,thus affects the student to study thequestion-answering skill,raises the question consciousness.4.Practical Research makes teachers pay more and more attention to problem design.After a long period of persistence,teachers will improve their questioning skills according to their own conditions,which will form their own classroom questioning mode and promote the development of teachers' professional skills.