Research On Questioning Strategies In Senior High School Chemistry Classroom Based On Core Literacy

The new round of curriculum reform requires teachers to actively carry out the classroom teaching practice and explore the effective classroom teaching modes and strategies based on“quality-oriented”.As an important part of classroom teaching,classroom questioning runs through the entire classroom teaching process and plays an irreplaceable role in the development of students' core literacy.The design and implementation of "quality-oriented" questioning strategy in senior high school chemistry classroom is a new and challenging subject for teachers.Implementing the questioning strategy in senior high school chemistry classroom based on core literacy will not only improve the efficiency of classroom questioning,but also help the development of students' core literacy and promote the professional development of teachers.Firstly,the research status of classroom questioning strategies and core literacy both at home and abroad has been sorted and analyzed through a large number of literatures,followed by the clarification of the research purpose,significance,ideas and methods.Secondly,the related concepts such as classroom questioning strategy and core literacy have been defined with utilizing the constructivist learning theory and the zone of proximal development theory as the theoretical support of this thesis.The problems of the current chemistry classroom questioning in senior high school can be investigated and analyzed through classroom observation and teacher interview,meanwhile,the most expected classroom questioning strategies from the perspective of students can be comprehended by the students' questionnaire.On this basis,the questioning strategy of senior high school chemistry classroom based on core literacy has been formulated,mainly including the following points:(1)Pay attention to the presupposition of questions and promote the development of students' thinking;(2)Create real problem situations and facilitate the transformation of students' learning methods;(3)Optimize questioning skills and promote the formation of literacy;(4)Insist after-class reflection and realize common progress of teachers and students.Subsequently,the teaching practice has been conducted adopting the new questioning strategy in Dalian m high school.Practice shows that the high school chemistry classroom questioning strategy based on core literacy can motivate students' learning,cultivate students' rigorous logical thinking ability,communication and cooperation ability,scientific exploration ability and innovation ability,and significantly promote the development of students' core literacy.Finally,two suggestions are put forward for teachers: deepening the understanding of the connotation of core literacy and strengthening the study of classroom questioning theory.It is hoped that the proposed questioning strategy in senior high school chemistry classroom based on core literacy can provide a certain reference for the majority of teachers.