How to grasp the skills of questioning in science classroom blog

Grasp the movement and stillness in the science classroom:

The "quietness" and "movement" of students not only need the teacher's proper guidance and grasp, but also can examine the mastery of the students in the class, or see in more detail which students really master, and those students who do not understand but are silent and do not question. Teachers can communicate with students who are silent in a timely manner, 1) to correct their learning attitudes, 2) to help them develop good study habits, and urge them to study seriously. 3. In class, you can take the initiative to ask them questions, and when you ask questions, you should first hand over individual simple questions to them, so as to increase their self-confidence and know how to concentrate at all times.

4. Create an activity that is conducive to publicizing students' personalities, so that students' personalities can be released in a relaxed, natural and pleasant atmosphere, fully mobilize students' enthusiasm in the classroom, and be willing to create an active classroom atmosphere.

Classroom questioning is an indispensable and important means in primary school science classroom teaching, some people say that classroom questioning is a routine used by teachers in the classroom, classroom questioning methods and quality can not only mobilize students' initiative, but also inspire students to comprehend the teaching content, check students' mastery of knowledge, and cultivate students' creative thinking. Teachers should attach importance to the art of classroom questioning, grasp the purpose, object and timing of classroom questioning, and give full play to the effectiveness of classroom questioning. Therefore, it can be said that the art of questioning by teachers is the core of the art of teaching science in primary school science.

Recently, when I was writing lesson plans, I have been thinking about what kind of good questions can lead to active discussion among students? Myself, I found that it is important to guide the discussion when I participated in the reading club of children's books, because as long as we can understand the work deeply through the key questions, I will also form my own opinions through thinking and gain a connection with the work and the author. Then this work can become a "part" of us, internalized into our own things.

When I step on the stage, I also want to be a good facilitator, so I want to know what kind of questions can provoke students to think, and finally they can really grow in the process of discussion. I've probably read "Learning ORID" before, this book talks about the focus discussion method, and raises questions from four levels, but after reading it, I didn't do more in-depth exercises, and the questions I raised every day felt more superficial. This time, you can read on this topic for "Questioning".

Written by Mike Gerson.

The cover mentions that he is the winner of the British Educational Technology Innovation Award, and the research and development of school-based teaching resources have been used by 3.2 million teachers in 180 countries around the world. This book is a word-of-mouth method of effective classroom questioning. There are more than 1,200 ready-to-use classroom questions in the book, which can cultivate students' early critical thinking, 20 classroom activities to make every student fall in love with learning, and 15 questioning strategies.

The book is divided into two main parts.

Part I includes sections.

Chapters 2, 3 and 4 are the definition of discussion questions, strategies and techniques for effective questioning, and effective classroom questioning activities, respectively. The second part is to provide questions with more than 1,200 threads, and the focus is on providing questions in the form of questions that you can use to substitute the questions you want to ask.

The "problem" has 5 characteristics.

Before asking a question, teachers need to ask themselves, why are they asking this question? Teachers should consider what they expect from them and why they are asking questions when they ask questions.

For example: What is democracy? What could democracy be?

Adjust the tone of the question based on the student's response.

Communicate and interact. Tomorrow, let's continue to talk about 15 strategies and tips for asking questions.

1. Properly grasp the difficulty of the problem. Psychology believes that the core of learning activities is the activity of thinking, and thinking is the internal vitality of an individual. Classroom teaching can only be effective and achieve the best teaching effect only by activating the internal vitality of students, from simple to gradually complex.

Therefore, when setting up the questions, we should take into account the "nearest development zone" of students, so that students can "jump, pick peaches and celebrate vertically". Only when the difficulty of the problem is reasonable, can the student's interest and potential be fully stimulated.

2. Grasp the breadth and depth of the problem. The content of the teaching materials of the ideological and moral character course covers a wide range of complex topics, so the teacher's classroom questions should not only be focused, but also flexibly grasped, and strive to avoid digging Qinqin in all aspects. While paying attention to breadth, it is important to pay attention to the depth of excavation.

In this way, students can understand the problem deeply and thoroughly, and comprehend it deeply.

3. Grasp the strategy of questioning and ensure the effectiveness of questioningIn the practice of ideological and moral classroom teaching, questioning is a means to promote the teaching process and achieve the teaching goal.

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.