Practical Research On Effective Questioning In High School Biology Classroom Based On Task Analysis

With regard to modern teaching,asking questions in class is an indispensable teaching activity.Classroom questioning is conducive to promoting the interactions between teachers and students,however,there are often trivial and vague problems emerging in the classroom.Therefore,effective questioning is also needed on the basis of classroom questioning,which can help to arouse students’ thinking and inspire students’ thoughts.In the classroom teaching of biology in senior high school,teachers just pay attention to the teaching goals finally achieved by students in general conditions while ignore the necessity to achieve the enabling goals(the secondary goals between the starting capability of the student and teaching goals).Adopting the method of "task analysis" can help teachers disassemble teaching objectives into several enabling objectives from the the starting capability of the student.Using effective questions in class to achieve the enabling goal can help students achieve the teaching goal,and improve the teaching effect in class at the same time.In this study,the research and practice of effective questioning based on task analysis were carried out using survey research method in high school biology classroom,case study method and practice research method.The specific contents of this research are as follows: First,the literature review and sorting out of the relevant content such as task analysis,the connotation of effective questioning,and the research status at home and abroad,and a brief description of the research ideas and methods of this research;second,on the basis of reading related literature To define the concepts of task analysis,classroom questioning and effective questioning,and choose constructivism theory,zone of proximal development theory and meaningful learning theory as the theoretical basis;Organize and analyze the collected data;Fourth,using Bloom’s cognitive level as a classification standard,and referring to previous research,it summarizes the types of high school biology classroom questions,and summarizes the design,implementation,and rational answering strategies of effective questioning;fifth,on this basis Selected the teaching content,designed 3 teaching cases based on task analysis to effectively ask questions in the classroom and carried out teaching practice;Sixth,in a high school in Chongzuo City,Class One(A)and Class One(B)were selected as the experimental group with the control group.The experimental class adopts the classroom teaching of effective questioning based on task analysis,and the control class adopts the conventional teaching mode.After the teaching practice,the teaching effect is analyzed.The research conclusions are as follows: first,effective questioning teaching in the classroom based on task analysis can improve students’ classroom participation.When teachers create a classroom atmosphere that encourages students to answer questions,students can actively participate in the classroom;second,Classroom effective questioning teaching based on task analysis can optimize the teaching mode and provide a new idea for teachers’ teaching;thirdly,classroom effective questioning teaching based on task analysis can improve students’ understanding and application of biological concepts,allowing students to learn from The starting point ability begins to reach the teaching goal step by step and form related biological concepts.