| Under the background of cultivating students’ core literacy,problem-solving learning is a new type of learning that has been widely concerned.In the high school chemistry classroom teaching,how to carry out problem-solving learning is a new research trend of teaching reform in recent years.As a teaching method,questioning is one of the most common teaching behaviors used by all teachers in the classroom teaching process.Moreover,among many teaching methods,questioning is considered to inspire students to discover and think about problems,which is closely related to problem-solving learning.Then,in the perspective of problem-solving learning,how do teachers ask questions in classroom teaching? What is the difference between the way questions are asked by special-grade teachers and non-special-grade teachers in class? Under the influence of the teaching content and characteristics of different types of classes,will there be different adjustments in the way high school chemistry teachers ask questions?In order to solve the above problems,this study adopts the case analysis method to collect and analyze 53 high school chemistry lessons,including 19 lessons taught by special-level teachers and 34 lessons taught by non-special-level teachers.The lessons are divided into four types.On the basis of literature review,problem-solving learning is divided into four links: discovering problems,asking questions,solving problems and evaluating reflections.According to the viewpoints of social constructivist learning theory and Problem solving learning theory,the four aspects of problem-solving learning are the first-level dimensions.And then,from the two aspects of classroom interaction and student thinking,seven important points are selected from the four links as the specific analysis elements,including problem situation,problem consciousness,discourse mode,problem type,process method,collaborative communication and evaluation.According to the different basis,each analytical dimension is divided into three levels,so as to establish the division standard of question level in high school chemistry class from the perspective of problem solving learning.Under this standard,the level of questions in 53 high school chemistry classes is judged,and the level is quantified by means of the assignment method,and then the scores are processed and analyzed.The main conclusions are as follows: first,high school chemistry teachers’ classroom questions are different in the two dimensions of classroom interaction and student thinking in the perspective of problem solving learning.Second,the classroom questioning of special-grade teachers is different from that of non-special-grade teachers in many aspects,which has a more significant effect on the activation of classroom interaction and students’ thinking.Third,under the influence of different characteristics of teaching contents,classroom questioning in the four types of classes has different performances in many aspects. |
