Research On The Questioning Mode Of Elementary School Science Experiment Teaching Based On The Thinking-based Classroom Learning Theory

Questioning in class is one of the most important teaching methods for students in primary schools,and it is the main teaching strategy to promote students' deep understanding of knowledge and grasp the content of science laboratory courses.This paper starts from the theory of thought development and makes an in-depth analysis and discussion of teachers' questioning of students in science courses of primary school.Through practical research,the author understands the direct impact of thought-questioning mode on the learning effect of scientific knowledge.Therefore,this research can provide theoretical and practical reference for primary school science teachers to improve teaching strategies.This research collects data through courses observation,teachers interview and self-designed test.The author observed 20 classes of two primary school science teachers,one teaches grade 4 another teaches grade 5.After that,the author compares and studies the effects of laboratory courses in these grades,then constructs the core theory which is thought-questioning mode of science laboratory courses in primary school to promoting students' thought.It will also effectively improve the quality of science teaching and implement the training objectives of the key idea from the curriculum standard.This paper analyzes the following four aspects.First,the author adopts the literature research method,summarizes the domestic and foreign scholars in recent years on the primary school science laboratory teaching theory,thought class learning theory,questionings in class and other theoretical research results.Thus,the author expounds the theoretical basis of the thought-questioning mode of primary school science laboratory courses.And through teaching practice,the author puts forward the realistic demand of constructing the thought-questioning mode of primary school science laboratory courses.Second,the author combined the teaching objectives of primary science laboratory courses with the learning principles of thought class,and compiled the primary science laboratory courses thought-questioning observation scale by using the observation method.After a comparative study with the traditional teaching mode,the author constructs a thought-questioning mode of primary school science laboratory courses based on the teaching experience of the researchers.The author divides the primary school.The author divides the primary school science laboratory class question into three types,including the concept question,the inquiry question and the solution question.According to the five principles of thinking development theory,which are stimulating motivation,cognitive conflict,independent construction,self-monitoring and applied migration,the author established the thought-questioning mode of primary school science laboratory courses.Thirdly,the author compiled a reliable evaluation tool reflecting students' scientific literacy and made statistical analysis of the test results of students with thought-questioning mode and traditional teaching mode by using statistical tools.The conclusion is that compared with the traditional teaching mode,the thought-questioning mode has more advantages in inquiring and solving questions.Fourthly,the author studies the construction of thought-questioning mode of primary school science laboratory courses,the compilation of evaluation tools and the comparison of students' scores under the two questioning modes.The conclusion is that under the mode of thought-questioning,students have more flexible ability to use knowledge,and teachers have better teaching effect.Finally,the author gives some suggestions on how to effectively implement the mode of thought-questioning.