A Comparative Study Of Classroom Questioning In High School Physics Normalization

As one of the models of heuristic teaching,classroom questioning is a very important and commonly used teaching method.If senior high school physics teachers can make good use of classroom questioning,it will greatly improve the quality of senior high school physics teaching.Therefore,it is necessary for senior high school physics teachers to learn the methods of classroom questioning and improve their level of classroom questioning,especially for novice teachers who are new to the workplace.This article will conduct a study on the classroom questioning of four novice high school physics teachers and four proficient high school physics teachers,compare the differences in the characteristics of classroom questioning between novice and proficient high school physics teachers,and summarize improvement strategies for classroom questioning by novice high school physics teachers,helping them to more smoothly improve their teaching level.This article adopts the method of classroom observation combined with interviews to compare the classroom questioning of novice teachers and proficient teachers.In terms of classroom observation,we first identified eight classroom observation indicators for classroom questioning,including the number of questions,waiting time,question type,question thinking level,question object,question difficulty,correlation between questions and teaching objectives,key and difficult points,and teacher response."Each observation indicator has its own secondary indicator below it,and on this basis,a" High School Physics Classroom Questioning Observation Scale "has been developed.".Classroom questioning behavior of teachers will be quantitatively evaluated using the scale.In terms of interviews,select a novice teacher and a skilled teacher to conduct interviews and ask them about their views and practices on classroom questioning.After the above research,it is concluded that the differences between novice and proficient physics teachers in classroom questioning are mainly as follows: in terms of the number of questions,novice teachers ask more questions than proficient teachers.In terms of waiting time,novice teachers have more waiting times of 0-3 seconds than experienced teachers,and novice teachers have fewer waiting times of 3-10 seconds than experienced teachers.At the level of problem thinking,novice teachers tend to ask questions with lower levels of thinking.In terms of the types of questions,novice teachers tend to ask more questions,such as questions for review and new lesson narration,while proficient teachers tend to ask more questions,such as situational introduction,exercise explanation,and content summary.In terms of difficulty,novice teachers tend to ask simple questions,while skilled teachers tend to ask moderately difficult questions.In terms of the target audience,novice teachers use fewer roll call questions and more questions for the entire class.In terms of the relevance of questions to teaching objectives and key and difficult points,novice teachers’ classroom questioning is relatively weak in breaking through key and difficult points.In terms of teacher reasoning,novice teachers often use interruptions,substitute answers,and evaluation methods,but rarely use questioning methods.Finally,the optimization strategies for senior high school novice physics teachers’ classroom questioning are summarized as follows: classroom questioning should be designed in teaching design;Classroom questioning requires re guidance and re distribution;Classroom questioning should be used more on key and difficult points;Slow down classroom questioning;Classroom questioning should be based on real physical situations as the background;Ask more questions with moderate difficulty;The objects of classroom questioning are diverse.