| Innovation is the number one driving force for development,and asking questions is the starting point for cultivating innovation capabilities.The 2017 edition of the General High School Physics Curriculum Standards requires the development of students’ core competencies in physics,so that students can form correct values,necessary characters and key abilities.Through scientific inquiry activities,students’ innovation ability can be improved,and finding problems and asking questions is a key step in the process of scientific inquiry,and whether questions can be raised is one of the important indicators to measure students’ scientific inquiry ability.The QUILT framework(Quality Questioning Pedagogy)is a process that stems from the presentation of high-quality questions,focusing attention,promoting thinking and improving learning,which enhances interaction,allows teachers to obtain feedback and reflect,and helps students develop their questioning skills.Based on literature research and educational experimental research,this study studies how to use the QUILT framework to cultivate high school students’ physics classroom questioning ability.This dissertation first studies the theories related to the QUILT framework and classroom questioning ability through literature,and summarizes the connotation,principles and components of the QUILT framework and classroom questioning ability.Then,the feasibility of applying the QUILT framework to physics teaching is discussed,and then based on constructivist learning theory,Bruner cognitive classification theory and heuristic education ideas,a teaching mode based on the QUILT framework to cultivate students’ classroom questioning ability is constructed,and the teaching mode is refined to draw a practical teaching flow chart.Instructional design serves the teaching model and then puts it into practice.The practical effect was tested by the "Classroom Questioning Ability Test Questions",and SPSS27.0 and Excel 2019 were used for data analysis and conclusions.The experimental results show that the teaching mode proposed in this study has a positive effect on the improvement of students’ classroom questioning ability,and the improvement effect of problem-forming ability is the most significant.Comparatively speaking,this teaching mode has less than ideal effect on the cultivation of students’ ability to express problems.This teaching mode is not yet mature,and the improvement of ability is gradual,so the cultivation of classroom questioning ability requires long-term teaching practice.Finally,this study puts forward the following suggestions for the problems existing in practice:(1)teachers should update their educational concepts in a timely manner;(2)The high-quality questions formulated by teachers should be in line with students’ cognitive level;(3)Teachers should choose appropriate guidance methods;(4)Teachers should give timely feedback. |
