A Study Of Questions Based On Geography Quality Class Cases

The 2017 edition of geography curriculum standards for senior high schools attaches importance to problem-based teaching and advocates the teaching concept of autonomy,cooperation and exploration.The design and implementation of classroom questioning is the key to promoting the development of students’ core literacy.The questions of high-quality geography courses are targeted and guiding,and play a leading and exemplary role in the teaching of normal courses.As an important form of information transmission and emotional communication between teachers and students,questioning is an important means for teachers to organize teaching and promote students’ comprehensive quality.In view of this,this paper studies the questions of highquality geography lessons in senior high schools at different levels.By constructing the observation scale of four dimensions: Teachers’ questions,teachers’ waiting for answers,students’ answers and teachers’ rational answers,this paper makes a quantitative observation of classroom questions from the aspects of teaching forms,educational methods and educational ideas,which enriches a new perspective of the research of high-quality geography lessons and questions,The research on the design and implementation strategy of questioning in geography normal course has certain theoretical significance.In this paper,10 high school geography high-quality lessons that won the first prize and the second prize are selected as observation samples for questioning research.The main research content is based on the elaboration of theoretical basis and the definition of relevant concepts,through the selection of questioning observation points,the construction of classroom questioning observation scale of high-quality geography lessons in senior high school,and the analysis of classroom questioning from the four dimensions of teacher questioning,teacher waiting to answer,student response and teacher rational answer,so as to summarize the characteristics and causes of questioning links in high-quality geography lessons in senior high schools at different levels,Then it puts forward the questions and suggestions of senior high school geography regular classroom.Through the research on the questioning of high-quality geography lessons in senior high school,the following conclusions are drawn: 1)the high-quality geography lesson teachers in senior high school have the following commonalities: the tone of questioning is infectious,the direction of questions is clear,the types of questions are diverse,and the waiting time is abundant.The ways and methods of students’ response are mainly logical thinking,discussion and reporting.The teachers’ response is mainly based on direct evaluation,follow-up and supplementary questions,and there is the phenomenon of student evaluation,The reason is that high-quality teachers pay attention to classroom questioning,which can guide students to think deeply,improve students’ classroom participation,respect students’ dominant position,meet the requirements of paying attention to problem-based teaching in the new geography curriculum standard and advocate the teaching concept of cooperative inquiry learning;2)There are differences in the time of students’ response by discussion and cooperation,teachers’ rational answer by questioning and supplementary questions and waiting for answer.The causes are related to the teaching methods used by teachers,teachers’ rational answer and too many teaching contents;3)Based on the analysis of the questioning characteristics and causes of high-quality geography lessons in senior high school,this paper puts forward some suggestions on the questioning design,questioning implementation and questioning reflection of senior high school geography regular classroom from the aspects of designing questioning types from different teaching contents,paying attention to the questioning links such as questioning timing,hierarchy,rational answering methods and waiting time,being good at self reflection and with the help of external forces.