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The Comparative Research on Questioning in Class between Expert and Novice Geography Teachers in Senior High School

Author: GaoJiaChun
Tutor: ChenChangWen
School: East China Normal University
Course: Subject Teaching
Keywords: High school geography Expert teachers Novice teachers Classroom questions
CLC: G633.55
Type: Master's thesis
Year: 2011
Downloads: 207
Quote: 0
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Abstract

The level of questions in the process of teaching, a direct impact on the quality and efficiency of teaching. As a geography teacher in the teaching process should be good questions to guide students to solve problems, to stimulate the enthusiasm of students, improve teaching effectiveness. How to help teachers to achieve the transition to expert teachers from novice teachers, it is especially important to promote the professional growth of teachers. This study through the preparation of the questionnaire, the survey expert teachers and novice teachers on classroom before class to ask questions ready, generation, and after-school classroom questions in the lesson classroom questions reflection of the general situation, and then through classroom observation real teaching situation, from the question type, the waiting time after the questions teachers ask questions feedback three angles, classroom questioning of expert geography teachers and novice geography teacher case comparison, the differences of the Probe into the two types of teachers classroom questioning. The the questionnaire study results show that: (1) the teacher before class prepared to ask questions in class. High school geography expert teachers have a greater awareness of the problem, good set according to the level of students' cognitive problems, the implementation of the three-dimensional target more effectively, novice teachers are also problems of consciousness, but it is difficult to guide the teaching behavior, are more concerned about the knowledge and skills goals. (2) teacher lesson generate classroom questions. Expert teachers of high school geography questions, give full consideration to the student's zone of proximal development, in order to promote the development of students' thinking ability, more accustomed to the issues raised thinking value, and attaches great importance to the student feedback. Novice teachers tend to ignore the students' feedback, more accustomed to from their own perspective to design problems. (3) teachers reflect on after-school classroom questions. Expert teachers depending on the school reflection as a habit, and novice teachers do not realize the importance of after-school reflection. Classroom observation study results show that: (1) the types of questions in the classroom. In the high school the geography classroom teachers mentioned the problem, the problem of expert teachers higher cognitive level, novice teachers are just the opposite. (2) the wait time after Asked aspects. Expert teachers than novice teachers average wait time longer, and the left to the students to think about the time arrangements, and strive to take care of all novice teachers in the classroom is often a lack of patience. (3) Teachers' Questioning feedback aspects. Expert teachers of the question and answer students with instant feedback, even in the face of wrong answers, but also good at guiding students in the process of feedback and novice teachers answer student errors, lack the necessary patience and appropriate solutions. In a nutshell, the expert teacher of high school geography classroom questions than novice teachers are more effective, novice teachers in order to shorten the growth cycle of expert teachers, novice teachers need to keep on learning, to improve their professionalism and improve classroom questions quality and efficiency.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > History, geography > Geography
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