Research On Geography Teachers' Questioning Behavior And Optimization Strategies In High School

Asking questions in the classroom is one of the most common teaching behaviors,and it is also the main channel for teachers to convey teaching information to students and feedback the teaching effect.The “General High School Geography Curriculum Standards(2017 Edition)” clearly states that “emphasis on problem-based teaching” should be introduced to guide students to form a geographical thinking mode in the process of solving problems.Classroom questioning is an important prerequisite for implementing question-based teaching,and it is of great significance to improve classroom questioning strategies from the perspective of teachers.This research first sorts out the influencing factors that influence geography teachers' classroom questioning on the basis of consulting domestic and foreign classroom questioning documents.According to the factors affecting classroom questioning,a questionnaire was designed from the perspective of teachers and students,and the qualitative research software NVivo was used to make classroom observations on high-quality classes and ordinary classes on the basis of the questionnaire.The research used a combination of qualitative and quantitative analysis methods to investigate the current status of high school geography teachers' classroom questioning behavior,and found that there are certain problems in the high school geography teachers' classroom questioning behavior.Finally,according to the problems found in the survey,an optimization strategy was proposed from the perspective of the teacher,which provided relevant reference for the high school geography teachers to improve the classroom questions.Summarized as follows:1.Through reviewing the literature,the factors that influence the questioning behavior of geography teachers in the classroom are summarized as follows: question level,question openness,question situation,question expression,question object,answer time and answering method.2.Based on the above influencing factors,a teacher questionnaire was designed.By sorting out 139 teacher questionnaires and observing the classroom questioning behavior of teachers in three high-quality classes and three ordinary classes,the following problems in the classroom questioning of high school geography teachers were found:(1)From From the perspective of teachers,teachers generally recognize the important role of classroom questioning in geography teaching,but some teachers still do not have a good understanding of it and have less research on classroom questioning;at the same time,teachers have less reflection after class and a single channel for reflection;In terms of question design,teachers also have problems with improper setting of question type ratios and low openness;questions with low interest and poor level of situation creation;in terms of question implementation,there are short response time and low level of agreement with the question level Situation;the way of reasoning is not deep and inspiring.(2)At the student level,students' initiative to participate in classroom questions is weak,and their enthusiasm is not high.To stimulate their initiative and enthusiasm,the focus of the teaching should be on the four aspects of the situation of the question,the way of questioning,the attitude of questioning,and the type of question..3.Aiming at the problems found in the survey,the following strategies for optimizing classroom questions for high school geography teachers are proposed from the perspective of teachers:(1)Teachers should update their teaching concepts in time,change teaching concepts,pay attention to the development of students,and gain a deeper understanding of students to build a harmonious classroom,Teachers themselves must continue to learn and improve professional standards.(2)Teachers should pay attention to problem design,design problem chains,guide thinking with core problems,carefully presuppose at the same time,they should also pay attention to generating resources,and reserve space for open problems.(3)Teachers should create interesting situations based on the subject background.First of all,they should give full play to the role of geographic images in questioning.Second,they should integrate the situation of living problems into natural geography teaching,connect current affairs news with rural land management tasks,and regional geography teaching.(4)Teachers should use questioning methods that promote student participation,create an equal dialogue classroom,pay attention to students at different levels,and use task-driven to promote the participation of all members in questioning.(5)Teachers should answer questions reasonably and adjust the time for answering questions according to the type of questions and students' level of knowledge.(6)Teachers should choose answering questions based on students' responses,use developmental reasoning to guide students,and use positive reasoning to motivate students,Use diagnostics to answer the questions and call students.(7)Teachers should reflect in time,pay attention to the practice-based after-school reflection and the promotion of teaching and research as the core.