| Classroom questioning is an important teaching method in language teaching. Grammar practice is very important and typical in classroom questioning of elementary Chinese teaching. This article is to analyze the important problems and main differences from the three stages of grammar practice by teachers with different experience. Study results are compared with the orientation of students in questionnaires. Through the analysis, I will provide some detailed teaching advice, which can promote the grammar practice in teaching elementary Chinese. In order to systematically analyze different types of teachers’ performance in grammar practice, I divided the grammar practice into the input stage, adjustment and feedback stage according to the process of grammar practice. The objects of this research are the videos of three skilled teachers (T1-T3) and three novice teachers (N1-N3)."Waiting time" is susceptible. Considering this factor, I will add the videos of three skilled teachers in real classroom environments (T4 and T6) as a supplementary control. The methods of the study are classroom video analysis, questionnaire method and etc.It is found that in the input stage, the proportion of inferential questions put by skilled teachers is generally higher than the referential questions, while the proportion of the inferential questions put by novice teachers presents a lot of differences, and its proportion is generally lower than skilled teacher’s. The differences are related to the question design of skilled teachers and novice teachers. In addition, the length of skilled teachers’ questions are shorter, the length of novice teachers’ questions are longer. Their super class vocabulary can be controlled in a certain range. But the super class vocabulary frequency of novice teachers’ questions was significantly higher than skilled teachers’. Finally, due to different teaching habits, teaching content, different students, the teachers have different orientation about the distribution of the problem, however, skilled teachers’ answer rate is generally lower than novice teachers’; In the adjustment period, due to different experiences, skilled teachers can quickly understand the student’s answers, while the novice teachers need to take more responsive problems to determine the meaning of the students. In addition, skilled teachers will adopt appropriate strategies to help students output. Finally, the rhythm and the time of the skilled teachers in practice is better, a skilled teacher’s average first waiting time is significantly lower than the novice teacher’s. The first waiting time of skilled teachers in real classroom environment is significantly longer than the skilled teachers in the demonstration videos, this is mainly caused by the complexity of the real classroom environment. The length of "waiting time" can be used as an indicator to detect the quality of teacher questions. In feedback stage, the proportion of the repeat with positive feedback way by skilled teachers is larger, its proportion is significantly higher than novice teachers; The proportion of the simple way with positive feedback by novice teachers is larger. The results confirmed the repeat with positive feedback way. The proportion of direct error correction by novice teachers and master teachers are both large. The mistakes of students are often pronunciation and other relatively simple problems, teachers’ direct error correction is the most efficient way. But repeated with positive feedback way is more conducive for students to output.In general, the problem of design and arrangement, the quality of questions, the mastery for students and the outline, strain capacity of skilled teachers are superior to the novice teachers. In this paper, on the basis of the results, we devoted suggestions and considerations for reference to novice teachers. We hope that we can provide some beneficial enlightenment for Chinese teachers, in order to promote the teaching and research for teaching Chinese as a foreign language. |
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