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Study of Using Question-discussion Mode in Classroom Teaching

Author: HanYingXue
Tutor: SongXiang
School: Northeast Normal University
Course: Education
Keywords: Question-Discussion Question environment Control Lead
CLC: G633.3
Type: Master's thesis
Year: 2006
Downloads: 311
Quote: 3
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Abstract


This thesis raises new opinions on using Question-DiscussionMode form theory of forefather combining with the experience fromteaching.The first chapter describes the connotation and theory recognitionof Question-Discussion Mode. At first it states what is QuestionConsciousness and how to solve the problems. It also explains theTheory Recognition of discussion and teaching aims ofQuestion-Discussion. Better question consciousness can arousestudents’ thoughts. Students draw conclusions by trying to solve newproblems. It will help students promote recognition. Discussion is themost effect way to advance students’ thoughts and comprehension.Question-Discussion Mode is a learning mode that students issue theirideas and learn from each other centering on main questions withteacher’s help. Question-Discussion Mode not only promotes students’learning interests but also develop cooperative attitude, teamworkspirits. It teaches students learning methods and improves their abilitiesof expression. Critical thinking abilities also can be developed. Thusthey can master knowledge firmly.The second chapter raises problems of using Question-DiscussionMode. When Question-Discussion Mode is used in modern classroomteaching questions aren’t always discussed full. Sometimes discussionsbecome formalities. The class organization is inefficient. The mainreason is from teachers their own traditional teaching ideas andqualities. Question-Discussion Mode couldn’t be applied well isrestricted by arduous teaching content, school principal, family factorsand education system. The third chapter describes the operating procedure ofQuestion-Discussion Mode. The first step is Discussion Preparation.Step two is Discussion Mode Arrangement. The third step isdetermining students’ numbers who join the discussion. Step four issetting up question environment. Step five is undertaking discussion.The last step is drawing conclusions. Before discussion teacher andstudents set up question groups together. Teacher checks how studentsprepare. Students make outlines for reports. This chapter introducesdifferent kinds of discussion methods such as Group Discussion,Decentralization Discussion, Class Central Discussion, Form FilledDiscussion. In class teacher choose discussion methods and raisesquestions that lead students to think about. Students will discussthoroughly aiming at the cruisl points. Teacher must grasp theopportunity to sum up and evaluate students’ discussion and opinions.The forth chapter introduces Teaching Strategies of Question-Discussion Mode. At the beginning of class democratic and harmoniousrelationship must be established. Encourage mechanism should be usedby teacher. Second setting up teaching environment promotes students’discussion desires. The third is arousing questions and planningquestion strategies. Teacher needs to plan meaningful questions.Questions should be aimed at students’ generalities. Teacher mustconsider Students’ conditions. At the same time questions must be openand inspired. The forth teacher uses guide strategy during teach.Discussion methods should be taught. Teacher must inspire student todiscuss. Only then teacher can control class order to be center ondiscussion. Students’ group competition spirits and competition spiritsamong students could be developed. The fifth teacher delays evaluation.Students try to have self evaluate, or evaluate each other. Thus theevaluating abilities of students will be advanced.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language
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