Research On The Effectiveness Of Classroom Questioning In Secondary Vocational Schools Basic Knowledge Of Tour Guide Based On LICC

Classroom questioning is an important means for teachers to implement teaching goals,and it is also the main way for teachers and students to communicate in class.Basic Knowledge of Tour Guides is a professional core course of secondary vocational tourism majors,and effective Basic Knowledge of Tour Guides classroom questions can stimulate students’ interest in learning and improve learning efficiency,and can also improve teaching quality and promote the professional development of teachers for teachers.Classroom observation is an important way to improve the effectiveness of teachers’ classroom questioning,and the LICC classroom observation paradigm developed by Cui Yunhuo and his team is a professional classroom observation method,and the "dialogue" perspective of teacher teaching is precisely the observation of teachers’ classroom questioning,which provides an important basis for the research on the effectiveness of classroom questioning in the middle vocational Basic Knowledge of Tour Guides.Therefore,based on the LICC paradigm,this paper studies the effectiveness of classroom questioning of Basic Knowledge of Tour Guides for secondary vocational schools,in order to improve classroom efficiency,improve students’ learning effect,and promote the professional development of teachers.Through the literature research on "effectiveness of classroom questioning" and "classroom observation",the questionnaire survey method and interview method were used to investigate the effectiveness of classroom questioning in the classroom of Basic Knowledge of Tour Guides from the three levels of cognition,implementation and effect.Secondly,the new requirements for classroom questions of Basic Knowledge of Tour Guides are sorted out around the three dimensions of knowledge,ability and occupation,and the effectiveness of classroom questions of Basic Knowledge of Tour Guides is analyzed appropriately based on the LICC paradigm,and on this basis,the observation record table of the effectiveness of classroom questions of Basic Knowledge of Tour Guides is compiled.Subsequently,Jinan S School was selected to design and carry out the LICC paradigm classroom observation tracking,and each classroom observation will carry out a complete LICC pre-class meeting,in-class observation and after-class meeting procedures,truthfully record the actual situation of classroom questions,conduct targeted scientific analysis and summary in the after-class meeting,continuously learn lessons,iteratively improve deficiencies,and summarize teaching experience.After the test of front-line teaching practice,it is found that the effectiveness of teachers’ classroom question presets,questioning methods and rational feedback is relatively improved.Students’ achievements,interest and motivation in learning have improved;Through the formation of the Teacher Classroom Observation Community,the cooperation between teachers has also become closer.Finally,combined with the observation results of the LICC paradigm classroom,it is suggested that teachers analyze the academic situation and consider the starting point of "questioning" at the preset level of questioning.Study the text and clarify the direction of "asking";Randomly generated,highlighting the agility of "asking".Create a classroom atmosphere in a democratic and interactive environment at the level of questioning methods;Arrange waiting time reasonably;Expand engagement with questions.At the level of question content,focus on experience and career to achieve the landing of problems;Focus on quantity and quality,and enrich the types of problems.At the level of rational feedback,start from affirmation and introduce students’ personality and self;Start with doubts and lead students to the spirit of questioning;Start with white space to lead students to think deeply.At the level of after-class reflection,actively carry out self-reflection and seek externalization paths.