Research On The Current Situation And Improvement Strategies Of Science Class Questioning In Primary School

As an important bridge connecting the communication between teachers and students in classroom teaching,questioning plays an important role in the cultivation of students’ problem consciousness,the enlightenment of thinking and the construction of knowledge.In science classroom teaching,questioning is the core of inquiry,and the whole class is carried out around it.However,there are still shallow questioning in primary school science class,which can not really play the role of questioning.How to reverse this kind of situation and improve the effectiveness of science class questioning is worth to reflect and figure it out by science teachers and scholars.This paper defines the concept of class questioning,clarifies the relevant concepts of this study,and clarifies the direction of this study.Based on the existing research,the author determines the survey dimension of this study.Taking many primary school science teachers in Urumqi as the objects,the author uses questionnaire,interview outline of teachers and classroom observation form to figure out the implementation of their class questioning.In the research process,the author finds that there are the following problems in primary school science teachers’ class questioning:there are too many low-level problems which are lack of deep thinking;the calling and answering methods of teachers are centralized and exist some invalid calling and answering methods;the way of reflection and assessment is rigid and tends to be unitary;in order to promote the teaching process,students are restricted from asking questions.The main reasons for the above problems can be summarized as follows: Teachers’ lack of awareness of well-designed questions,teachers’ poor mastery of classroom questioning skills,teachers’ lack of autonomy of reflection towards class questioning,and primary schools’ lack of training related to science teachers’ questioning.In order to improve the class questioning of science teachers,the author puts forward the following suggestions: taking students as the center,teachers carefully design science class questions;relying on the subject character,teachers pay attention to the distribution of question types;teachers renew their own educational ideas and grasp the fairness of the object of question and answer;teachers optimize the rational response evaluation and promote high-quality interactions;teachers timely reflect after class and promote the development of professional skills.