Effective Questioning Strategies for chemistry class-毕业论文翻译.docVIP

Effective Questioning Strategies for chemistry class Educational psychologists tell us: the thinking process tends to start from the problem with the problem, and subsequently raised, not only can inspire students to actively think about fostering students’ abilities, and teachers to play a leading role in an important way to guide the students to understand the application of knowledge, which can be effective heuristic teaching. effective questioning is the basis of classroom questions is the key to the classroom smoothly, classroom teaching can have a multiplier effect. this paper three-pronged approach to talk about effective questioning strategies in high school chemistry class. Classroom questions Misunderstanding Learn from the Si, Siyuan suspect teaching is to continue to guide the students to raise doubts, misgivings the classroom questions common myths: ① The whole class teachers but speak, and never ask questions, or very few questions, the lack of interaction he proposed to make their own answer. ② what should be asked, low-level, repetitive, rambling problems, some teachers class just ask the “right” and other similar problems, and the students simply answer “Yes” or “No”. (3) the issues raised deviate from topic or far away from heavy and difficult classroom teaching, there is no hierarchy of questions, difficulty problem without a ladder, to the students to think, to discuss the lack of time. ignore ④ student questions, only accept expected answers. Second, the implementation of effective questioning strategy Effective teaching materials problem Should guide students to dig from the textbooks, so that students with a problem reading materials, to experiment, to discuss the problem. Should be encouraged throughout the process of teaching students dared to question whether it is the conclusion on the textbook experiment design problems phenomenon that appears in the set of problems to seize the focus of teaching materials and diffic