Learning begins with thinking, thinking begins with doubt, and both learning and thinking begin with doubt, so asking questions naturally becomes the starting point of teaching. However, looking at a large number of teaching problems in the classroom at present, it is not always possible to achieve the expected goal, and a large number of inefficient or even ineffective problems fill the classroom. It can be seen that it is very important for teachers to start with problems, design problems with thinking value, fully mobilize students' enthusiasm for participation and activate students' innovative consciousness in classroom teaching.
First, the problems in middle school classroom questioning
1. The purpose of asking questions is not clear and the effect is not high.
Questioning is aimless and random, which dilutes the normal teaching. When preparing lessons, questions are not carefully designed, and classroom questions are divorced from teaching objectives, which affects students' normal thinking. This will inevitably lead to students' unclear learning objectives, inability to grasp the key points, low learning efficiency and inability to improve their ability.
2. The questions raised lack thinking value.
Difficult and appropriate questions can stimulate students' thinking and urge them to think positively and seek solutions to problems. On the contrary, it will cause obstacles to students' thinking. In class, there are two kinds of difficulties in asking questions:
First, the problem is too shallow. In classroom teaching, some teachers mainly ask questions according to the basic knowledge in textbooks, and students can only answer teachers' questions by retelling, memorizing or reciting. Other teachers often ask students "yes", "right" and "good" in class, which has become a mantra. These problems belong to simple judgments, and thinking is of little value. If you ask many such questions, students will feel bored and lose interest in learning.
Second, the problem is too deep. The problem is too deep, which shows that the teacher can't accurately grasp the students' existing knowledge level, and the thinking span of the problem is too big, and the students can't find the answer to the question through hard work.
3. The problem object is not properly grasped.
First of all, the object of questioning is too concentrated, and some teachers always like to ask students with good expressive ability and outstanding academic performance in class.
Secondly, the object of teachers' questions is not targeted. Only ask questions to students in the front row and middle area, ask questions in turn according to the student roster, or ask questions by seat.
Third, asking questions does not pay attention to levels. There are no questions with different difficulties designed for gifted students, ordinary students and students with learning difficulties, so that students can answer them in unison like thunder and feel satisfied with the false prosperity of the classroom.
There is not enough time for students to think.
The teacher has prepared the teaching plan before class, and each class should complete a certain teaching progress. In order to finish the teaching task as planned, some teachers often hope that students can answer questions immediately. Statistics show that most teachers ask questions for less than a second, and then assign students to answer them. If the students can't answer in one second, the teacher will give the correct answer himself or assign other students to answer.
5. Teachers ask questions for "asking questions"
In the actual classroom teaching evaluation, it is often based on whether teachers interact and communicate with students in the classroom, and the primary indicator of interaction and communication is to ask questions. In order to achieve this goal, teachers try their best to ask a lot of questions in the process of organizing classroom teaching. Students are tired of coping, which seems to be frequent communication between teachers and students. In fact, students have no process of digestion and absorption at all. The final result is that students can't get complete knowledge, which makes the questions in classroom teaching become a mere formality and has no actual teaching effect. They just ask questions for the sake of "asking questions".
6. Questioning still exists as a means of punishing students.
In class, students are often absent-minded and inattentive, and teachers often ask these students to answer questions. Although this kind of "punitive" questioning can warn those who don't pay attention to lectures and play a role in classroom management, it also hurts students' self-esteem, easily destroys the feelings between teachers and students, and causes students' resistance to teachers.
7. Ask questions after roll call
When some teachers ask questions in class, especially in the review of previous knowledge, they often call up a classmate first, and then ask questions for answers. The students who were named stood up and didn't know what to answer, and they were in an anxious state. Other students don't pay attention to their questions, which often leads to panic.
8. Ignore the feedback and evaluation after asking questions
(1) Neglect of attention. When students answer questions, teachers sometimes look away. At this time, students will answer quickly, or they may forget to answer all the points they thought in advance. This negative body language will greatly dampen students' enthusiasm. Teachers lack the art of teaching. They don't know that paying attention and listening will bring great encouragement to students and give them positive psychological hints.
(2) Pay more attention to questions than feedback. Some teachers will also carefully prepare some questions in class. When students answer, they often leave students aside. Sometimes as soon as the students answer, the teacher stops the students' answers until the end. In the long run, students will not be able to participate in thinking and answering questions, but will easily become numb to questions and rely on teachers' self-questioning.
(3) Ignoring evaluation after asking questions. Some teachers don't give evaluation after each student's answer, but only evaluate some students' answers, which can't guide students correctly and is not conducive to reflecting teachers' exemplary role; Some teachers don't pay attention to the art of evaluation, and the evaluation is straightforward, pointing out students' mistakes directly, even cynically, ignoring the encouragement of students with mistakes, which greatly hits students' enthusiasm for learning; Although some teachers attach importance to positive evaluation, they always evaluate "good", "very good" and "not bad" invariably. Although such evaluation plays a certain stimulating role in the short term, in the long run, it is easy for students to get bored and will not think deeply about the problem further, which is not conducive to improving students' ability to analyze and solve problems.
Second, optimize the effective strategies of classroom questioning
Questioning in class is an indispensable teaching behavior for teachers in organizing, leading and implementing teaching. Questions should pay attention to strategies, and questions without strategies are invalid, so it is very necessary to carefully design and choose questioning strategies.
1. Ask questions in class with a clear purpose.
Clear the purpose of asking questions, teachers should know what to ask and what kind of questions to ask, and avoid asking questions casually and aimlessly in class. In the specific teaching process, teachers should design various questions with clear intentions according to the teaching purpose of each class. These problems should closely focus on the teaching purpose and reflect the key and difficult points of the teaching materials. The difficulty of the question should be that most students can answer it correctly after thinking. To change the randomness of classroom questioning, teachers should take questioning design as one of the important contents of preparing lessons and write the questions in the lesson plan.
2. Ask questions carefully.
Everything is established in advance, and it is abolished if it is not foreseen. In order to achieve the teaching goal, classroom questioning depends on teachers' careful preparation of lessons. Good teaching effect can not be separated from teachers' full preparation of lessons. Teachers should pay attention to the following aspects:
(1) Give consideration to all kinds of problems and increase the problems with high cognitive level. According to Bloom's questioning model, teaching problems are divided into six levels from low to high: cognitive problems, understanding problems, application problems, analysis problems, comprehensive problems and evaluation problems. Teachers should consider different cognitive levels when asking questions. In view of the fact that most of the questions in class are factual and memorable low-level cognitive questions, it is suggested that teachers increase the proportion of high-level cognitive questions, which is more conducive to expanding students' thinking.