How to grasp the timing of classroom questions and how to effectively ask questions in class

Ask questions effectively in class.

1.Set up questions and diagnose the process of thinking.

Taking science class as an example, teachers can set up classroom questions in a timely manner in the important links of teaching introduction, teaching knowledge, evaluation and knowledge transfer.

In the introduction session before the formal class, questions are set up to fully mobilize students' enthusiasm for learning, and questions are set up in the follow-up interactive session, focusing on the guidance of the way of thinking.

In the evaluation and reflection session, the teacher should diagnose the student's learning situation by asking questions, and have an in-depth understanding of the student's learning situation in terms of knowledge points, thinking methods, learning attitudes, etc.

Students are encouraged to talk about the thinking process as much as possible when asking questions, and the mistakes exposed in the thinking process are worth paying attention to. Because some students have the wrong idea, but the conclusions they draw may be correct, which masks the problem.

2.Find the right way to encourage your students.

Effective classroom questioning is the interaction of asking and answering, if it is just the teacher unilaterally throwing out the problem, and there is no student, then the classroom question is meaningless. In reality, there are many reasons why students don't like to ask questions, including:

Not confident, not understanding the question, not hearing the question clearly, feeling bored and not wanting to ask the question, etc.

Therefore, teachers can encourage students to ask questions from the following aspects:

Avoid asking questions that are too singular, such as "Where do the leaves of the tree grow?" Of course, some simple questions are useful in the introduction process, but too simple questions will discourage students, and they will have concerns: there is only one correct answer to this question, and it would be a shame for me to answer it wrong.

When asking questions, ask open-ended questions that allow students to express their ideas, such as "What do you know about leaves?" There is no standard answer to this type of question, and it encourages students to express and share their ideas freely.

After the teacher asks a question, after asking a question, don't call the students directly, give them time to think, and directly limit a specific time period such as 5 minutes or 10 minutes.

At the same time, students are encouraged to communicate with each other, and can be divided into several groups for discussion to avoid the awkward atmosphere where no one is speechless, and in addition, the classroom atmosphere is more relaxed, which is conducive to students' thinking and communication.

3.Assign the proportion of questions and set up open questions.

A problem is like a starting point, from which different answers can be derived, and the same problem can be solved, not necessarily in a fixed way.

Therefore, in the classroom questions, set the ratio of open questions to closed questions.

There is no single answer to an open-ended question, and every point of view can trigger new thinking, one link after another, which is a rigorous logical thinking process. For example, "How do you think it will react?" What is the reason for this reaction?

How do we solve this problem? "Wait. These are all open-ended questions.

Classroom questioning techniques include distinguishing the object of questioning, avoiding punitive questioning, and giving students time to think.

When choosing the target of the question, the teacher should not only ask the students well, or specifically ask questions about a small number of students in the class and neglect the majority of students, but should take care of each student. In a class, the intellectual level and learning foundation of students are different, and teachers should lose no time in creating opportunities for students at every level to solve problems.

Teachers should not embarrass poor students by asking punitive questions. In each class, there are a few mischievous or inattentive students. Some teachers will ask questions when these students are distracted, or when they are talking in class, or when students are making small movements.

Teachers may use this method to quiet their class for a short time, but it will do more harm than good, because punitive questions do not encourage students, but only make students disgusted with the teacher who asks such questions, and make students disgusted with learning the subject, or even averse to learning.

When students encounter problems, teachers should learn to wait, leave time for students to think quietly, let students think deeply, and cultivate students' ability to think independently.

Classroom Discipline:

Classroom discipline refers to the standards of behaviour and controls imposed to safeguard or facilitate student learning. Good classroom discipline is an important guarantee for the smooth progress of classroom teaching, which helps to maintain classroom order, reduce learning interference, and help students gain emotional security.

On an individual level, classroom discipline is the external norms and controls imposed on student behavior. When they are gradually accepted or internalized by the student, it can be called discipline, and the student can consciously self-direct and self-supervise. The first type of classroom discipline is teacher-facilitated discipline, which is a class code of conduct that is formed with the guidance and help of the teacher.

Children who are new to school often require more supervision and guidance, and classroom discipline is largely set by teachers. As they grow older and become more self-conscious, students begin to object to excessive teacher restrictions and become less demanding of teacher-facilitated discipline, which is always an important type of classroom discipline.

1. Reasonable design issues

Questions must be pre-designed before class questions can be asked. When designing questions, first, we should design different levels of questions according to the teaching content around the teaching objectives and learning requirements; Second, the design questions should be moderately difficult and moderate, and the depth should be moderate, which is in line with the cognitive level and personality characteristics of the students; Third, each problem should be closely connected and orderly; Fourth, the design of the problem should be concise and concise, highlighting the key points, difficulties and key points.

2. Ask questions to all students

The first is to ask questions to all students, so that all students can think positively; The second is to teach students according to their aptitude, according to the knowledge level of students to put forward different requirements, such as in the face of excellent students can be improved, in the face of students with learning difficulties can be appropriately reduced, so as to take into account the needs of students at different levels.

3. The language of the questions should be accurate and inspiring

The language of the teacher's questions should accurately express the intention of the question, be clear and concise, and avoid ambiguity. At the same time, the questions should be divergent and inspire students to think and ask questions from as many perspectives as possible.

Fourth, it is necessary to conduct evaluation and summary in a timely manner

The purpose of classroom questions is to check the effectiveness of learning and reinforce educational outcomes. Therefore, after the students finish the problems, the teacher should make an objective evaluation in a timely manner, affirm the correct part, correct the wrong part, and summarize and summarize the situation of the student's problem in a timely manner, so as to make the problem have a clear conclusion and let the student understand the shortcomings of his learning in time.

In the classroom, the questions to be asked by the teacher must be carefully screened to avoid randomness. Properly selected questions can stimulate students' thinking resonance and stimulate students' interest in knowledge.

First of all, the questions should be closely related to the key points and difficulties of teaching. If you ask questions in a rambling manner, you will not be able to grasp the main task of classroom teaching, and no matter how wonderful the selected questions are, you will not be able to achieve the teaching effect.

Second, the questions should be questionable but not difficult and engaging. The difficulty is controlled to the extent that the student can come out after a certain amount of thinking.

Again, ask questions that are interesting and engaging. Whenever possible, choose some engaging and interesting questions.

In the process of classroom teaching, teachers should pay attention to the timing of questions, maximize the interest of students, and achieve twice the result with half the effort.

The techniques and methods of asking questions in class are as follows:

1. Direct questioning, making clear questions about a certain question. For example, what is the "essence of the periodic law". Most of the questions asked directly are memorization materials.

2. Qu questioning method. "Winding paths" is a way to solve problems. For example, in the process of writing the ionic equation, "write a substance that is easily soluble in water and easily ionized in ionic form" is the principle of matter separation.

The teacher wanted to emphasize the importance of "and" and asked, "Can alcohol be split into ionic forms because it is easily soluble in water?" The student understands that the conditions for splitting are two (1) dissolved in water and (2) ionized.

3. General questioning. It is open to all students, and there is no specific target question. For example, "Everyone thinks, what are the types of ionic reactions?" "If you think of it, please raise your hand."

4. Special questioning. Specify the specific object. The special questioning method is an important means to regulate classroom teaching. Remind students who are distracted by lectures, and let outstanding students demonstrate, etc.

5. Questioning. The questioning method is essentially self-questioning and self-answering, and its main function is to awaken students' attention and arouse students' thinking 6. Motivating questions to encourage positive thinking in students.

This question is more difficult, but it is a student with very outstanding ability, who has the courage to challenge? ”。

6. Examinative questioning. Questioning to check the effectiveness of teaching. By asking questions, you can know the level of mastery of students in a timely manner, so that you can check and fill in the gaps.