Research on Teacher Questioning in Small Class Science Collective Teaching Activities
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Abstract
Effective teacher questioning in collective science teaching activities can guide children to better explore and love science, enhance their scientific literacy, and is an important way to achieve educational goals and connect the teaching process. Through literature and observation methods, it was found that in current small-class science collective teaching activities, teachers ask questions about excessive cognitive and memory issues, short waiting times for answers, tending to call collectively, and teachers' feedback methods too monotonous. These situations are analyzed and studied to seek appropriate improvement strategies to promote effective scientific collective teaching activities
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