Explore the Techniques and Strategies of Classroom Questions and Answers

Abstract

As an important part of teaching, classroom question-and-answer is a powerful means to improve classroom efficiency and test teaching effect. In teaching, classroom questions and answers can effectively inspire students to think, connect knowledge, and improve the connotation and depth of teaching. Based on the practical experience of classroom teaching, in order to better explore the questions and answers in the classroom, this paper mainly through case analysis and question exploration, on the basis of constructivism, to improve the quality of classroom questions to explain, and draw a conclusion on how to ask questions effectively. Why Do We Ask Questions in Class As an important part of teaching, classroom question-and-answer is a powerful means to improve classroom efficiency and test teaching effect. In teaching, classroom questions and answers can effectively inspire students to think, connect knowledge, and improve the connotation and depth of teaching. For example, if the required knowledge is compared to the destination, the classroom question and answer is the map to the destination, through the question and answer to find the way, and choose the most convenient way, and ultimately the path to the destination into personal experience. Of course, all classroom questions are purposeful and targeted, but the timing of the questions, the method of the questions, and even whether the current questions need to be asked are very effective ways to test a classroom question. Therefore, in the classroom teaching, after the teaching and learning time is allocated according to the proportion, in the teacher's teaching process, the classroom questions need to be very accurate efficiency calculation. What is the effective classroom question, should become the teacher teaching deep discussion question. What Is Effective Classroom Questions The essence of classroom learning is the process of construction. In 2001, China started the eighth curriculum reform. After more than ten years of accumulation and preparation, we have reached the critical point of classroom teaching. That is, our class is going from "teaching" to "learning". So what is learning hall? Learning here does not mean "students", but "learning". Therefore, to analyze the process of classroom questions and answers, let's first look at what kind of process learning is. It explains what learning is. In ponds, there was a frog and a fish, as a frog of amphibians, often have the opportunity to look at the shore of the boundless universe, fish in the knowledge about the shore are derived from the mouth of the frog, one day, the frog came back from the shore, excitedly told he saw a cow, the fish began to plead with the frog to he describe the long what kind, the frog said to describe the body of the cow is very thick. It had four legs below, a tail, and two pointed horns on its head. It ate grass, and the image of a cow slowly came to the fish's mind. It was a fish cow. This parable of constructivism gives us many inspirations. The core learning is a construction process based on students' experience and knowledge. 2020 International Conference on Educational Training and Educational Phenomena (ICETEP2020) DOI: 10.38007/Proceedings.0000959 ISBN: 978-1-80052-005-9 -292It can be seen that if we only indoctrinate knowledge in the classroom, students will get a superficial fragmentary unreal understanding, and over time, an unreal land world will emerge in the mind of the fish. Not only fish and cattle, but also fish and birds, and so on, and its advent broke the beginning of indoctrination. Some educators point out that changing a declarative sentence into a question often means the beginning of thinking. Imagine that if the fish started asking questions about the appearance of the cow in detail, the frog would make an analogy with the aquatic animal that most closely resembles the cow, and construct the shape of the cow in the fish's mind. The cow in the fish's mind is infinitely close to the real cow. As bruner says, the teaching process is an ongoing activity that asks questions and solves them. And this problem is often not a teacher's problem, but a student's problem. Learning is the process of asking and answering questions. After the reform of the new curriculum, the appearance of the teacher in a word has been greatly improved. Today, it is rarely seen that the teacher performs a one-man show in class. However, this does not mean that the students are really thinking, and sometimes the question and answer can be a kind of indoctrination in disguise. What do our class questions and answers often look like? A teacher once did a study to look at one of the problems. "PI, PI is a fixed number. Remember how you got PI in your math class? Write it down briefly." One of the full marks answered: "we found a lot of round objects, and then we took a piece of inelastic rope, put a circle around the round object, marked the rope, then spread the rope on a ruler, measured the circumference of the circle, and then measured its diameter. After several measurements, the result is always about 3. Most of the answers were "the teacher told us to memorize PI to be 3.14" or "the teacher asked us what PI was and I saw it on the book was 3.14". The test is more about the teacher than the students. Through the students' answers, we can roughly imagine how the teacher will teach in class. The student said that the teacher could tell by only asking us to recite such words. This reflects the indoctrination of the classroom, in which the teacher directly tells the student what he needs to know. From the students' answers, we can see that there are questions and answers in the class. But such questions and answers do not inspire students to think at all. Except the class is a little more lively, and the effect is the same as indoctrination. Professor maier in the United Kingdom thinks that such a structure can easily become a student guessing what the teacher wants the answer to be. In other words, the teacher is the authority, and there are answers waiting for the students to guess. Compare it to a verbal tennis match. The teacher throw questions. The students answered the questions correctly. The teacher asks questions. The student replied. Teachers accept opposition or develop answers. The teacher went on asking questions. The student continued to answer. This kind of question reflects a drawback that is the efficiency of the question is low. How to design effective questions In teaching, we classify knowledge into four dimensions: skills, facts, concepts and principles. Corresponding different test study results, such as skilled shall for the purpose of performance skills, one to describe the fact that, for the purpose of concept model to identify the concept for the purpose, principle model based on the theory for the purpose of application, so each kind of question of different emphasis should use of knowledge, like most of the teachers' questions begin with "why" or "what is". Then this kind of question is not appropriate for skill-based knowledge. In the same way, in addition to identifying knowledge types, we should also give consideration to the characteristics of subjects when asking questions. Taking Chinese and English as examples, we should cultivate the knowledge accomplishment as language ability and cultural character, while mathematics should focus more on data analysis and logical thinking. In addition to the classification of the starting from the knowledge itself, is the questioner should also ask, is an important part of teachers in the teaching, full consideration should be given to learners of all levels and cognitive level, is suitable for most of the people's problem is put forward, such as with the text "zhuzhiwutuiqinshi", for example, teachers can design multiple layers, with the main question "what is the main content of this article", this problem is suitable for learners of