On questioning strategies in physics teaching

In physics teaching, classroom questioning is one of the necessary means to optimize classroom teaching and an important part of teachers' teaching art. Proper questioning can not only enliven the classroom atmosphere, stimulate students' interest in learning, improve students' classroom attention, cultivate students' language expression ability and observation ability, but also be conducive to mutual communication and information exchange and feedback between teachers and students. Good classroom questioning is not about "asking more questions". The key is to carefully design classroom questions from the characteristics of physics teaching and the actual situation of students, so as to be "good at asking questions" and "clever at asking questions". We must attach importance to the design strategy of classroom questioning and cultivate students' high-quality thinking through classroom questioning.

First, pay attention to the pertinence and purpose of questions.

In physics teaching, the language of classroom questioning should be clear, accurate and rigorous, and the expression should be concise and clear, which is convenient for students to recall knowledge. Questions should follow the internal order of textbook knowledge structure and the law of students' cognitive activities, with clear purpose and pertinence, and questions should be set in order of meaning. From shallow to deep, from easy to difficult, step by step, and gradually improve. At the same time, the content should focus on difficulties, highlight key points and overcome difficulties. It is necessary to stimulate students' curiosity and thirst for knowledge and let them work hard to achieve it. For example, when talking about uniform circular motion, someone asked: Is uniform circular motion uniform? What is the difference between speed and speed? This kind of questions is helpful to inspire students' thinking, while blind questions without logical order are not helpful to teaching, but can only cause confusion and distraction for students, which is not conducive to the cultivation of students' logical thinking ability.

Second, the questions should be enlightening and can stimulate students' divergent thinking.

Enlightening questions are not only reflected in the setting of questions, but also in the guidance of students, such as situational creation guidance and hypothetical guidance. In physics teaching, questions should be combined with students' knowledge structure and life experience, and some questions with multiple thinking orientations, modes and results should be appropriately selected. The content of questions should be closely related to the teaching center, with clear priorities, appropriate topics, appropriate pauses and in-depth knowledge. This kind of problem can make students associate what they have learned vertically and horizontally, find a variety of solutions, and improve their ability to understand and analyze problems. For example, electric field, they will ask: when it rains, will people get an electric shock when standing under high-voltage lines? Why don't birds get an electric shock when standing on high-voltage lines? Why does the municipal construction stipulate that no building is allowed within the range of high-voltage line 15 meters? This kind of problem stimulates students' divergent thinking and deepens their understanding of electric field, a special material that can't be seen or touched.

Three, the content of the question should be exploratory and applied, and the questioning process should be flexible.

In physics classroom questioning, the content of questioning should be exploratory and applied, and the setting of questions should meet the teaching requirements and students' basic situation, which can solve some simple physical phenomena, focusing on stimulating students' interest in learning and inspiring them to find and solve problems. In the process of questioning, we should improvise, change the language angle and questioning method at any time, seek the best breakthrough of students' thinking, guide students' thinking and cultivate students' scientific exploration ability. What will happen if the car is driving on a smooth level? Can people run on the beach? What do people walk on? Guide students to explore the application of friction.

Fourth, design controversial questions to stimulate students' thinking.

Argumentation can activate students' thinking, so that students' thinking is always active. Students' understanding of the problems solved through argumentation is particularly profound, and its effect can not be achieved by general explanation. It is easy to cause controversy, often because the reality and physical principles encountered in life seem to be "contradictory", or the concepts formed at ordinary times are inconsistent with the strictly defined physical concepts. For example, when talking about free fall, I asked: When apples and apple leaves fall from trees, can they land at the same time? Why don't raindrops fall from the sky and hurt people? Such controversial issues are of great benefit to clarify students' misconceptions, inspire students to sum up their knowledge and deepen their understanding of the issues.

Fifth, questioning should be combined with the application of physical knowledge to improve learning interest.

In physics classroom teaching, using the learned physics knowledge to successfully explain or solve some phenomena and problems in daily life can not only make students feel successful in applying what they have learned, but also gradually develop the habit of using what they have learned to solve practical problems. Therefore, starting from the physical knowledge around students, set questions to make students realize that physics is just around the corner, thus stimulating their interest in learning. Make students realize the importance of learning physics and enhance their self-confidence. For example, winning a tug-of-war requires not only the strength of team athletes, but also the direction of athletes' strength. Try to decompose and synthesize strength and analyze how athletes can exert the most scientific strength. This kind of application problem can inspire students to think and improve their interest in learning.

Sixth, students' answers should be properly evaluated.

In physics teaching, the language of classroom questioning should be cordial and sincere, students' reactions should be carefully observed, students' answers should be carefully handled, students' answers should be flexibly and accurately evaluated in different ways, and students' cognitive defects should be corrected in time. Common evaluation methods are:

1. Repeat the students' answers to confirm and ask the class to confirm.

2. Change narrative methods from different angles, emphasize students' viewpoints and examples, and make the meaning more clear.

3. Summarize the main points of students' answers and comment and affirm the contents of students' answers.

4. According to the students' answers, contact the teaching materials, extend or ask a question, and deepen students' understanding and thinking about the question.

5. Add new information to the students' answers and put forward new ideas.

6. Guide other students to participate in the evaluation, correct and expand the wrong tendency and vague understanding in the answers, because students' wrong answers not only show that students have not mastered this content, but also reflect their specific difficulties in learning, so students should try their best to "learn from mistakes".

When evaluating students' answers, we should adhere to the principle of giving priority to praise and encourage them at any time. Even if the student's answer is completely wrong, we should listen to him, and try our best to find the positive factors and then evaluate them, especially for students with poor foundation, to eliminate their ideological inertia and psychological obstacles. Teachers should be fair, enthusiastic and appropriate in the evaluation process. There should be a democratic style of work, so that students have the opportunity to interrupt, ask questions and express different opinions, and form a harmonious and relaxed teaching atmosphere.

In a word, teachers' effective questioning in physics class lies not only in "asking", but also in adopting appropriate questioning strategies. If physics teachers can use the above strategies according to the students' actual situation and achieve the purpose of effectively asking questions in the teaching process, they can ignite the sparks of students' thinking, inspire students to actively carry out thinking activities and constantly and dynamically generate new problems in physics classroom. Only in this way can we give full play to the real teaching effect of effective questioning, promote the development of students' physical thinking and cultivate their innovative ability, and effectively improve the quality of classroom teaching.

(Author: No.2 High School in Shangshui County, Henan Province)