A Comparative Study Of Questioning Teaching In Different Levels Of Chinese Class

Under the student-oriented and teacher-led teaching concept,combined with heuristic teaching,teachers’ question is particularly important.Effective teacher questioning is an important means to promote students’ thinking,evaluate teaching effects,and promote students to achieve expected learning goals.It is of great significance to study the Chinese classroom questions of Chinese volunteer teachers.Taking Chinese teaching in the Confucius Classroom at Angkor High School in Siem Reap,Cambodia as the research object,this article analyzes and discusses the characteristics of volunteer teachers’ questions in the four levels of Chinese classes from four perspectives of question,including question types,question forms,question strategies,and question assignment.The research finds that: Firstly,in the face of multiple levels of Chinese classes,volunteer teachers often find it difficult to ask effective classroom questions and give full play to the role of classroom questions.Secondly,in level 1 and level 2 class,the types of questions asked by teachers are too single,and the practice-type questions are too much and mechanical.Based on this,teachers should integrate question types,increase the interest of questions,use transfer strategies reasonably,and avoid repetitive questions.Thirdly,in level 3 and level 4 Chinese class,teachers’ questions are less difficult to ask.Although comprehension-type questions and application-type questions account for a high proportion,the level of difficulty of the questions is not obvious.And the questioning language is not concise enough,and the use of paraphrasing strategies should be appropriately increased.After asking questions,there are too many people to answer questions and teachers ’self-questioning.Teachers should pay more attention to students’ reactions.Fourthly,based on the actual situation,the question type,question form,question strategy,and question allocation should be organically combined,and the question effect is better.The research results of this thesis can help optimize the way teachers ask questions in Cambodian Chinese classes,improve the ability of Cambodian Chineseteachers to grasp and manipulate classroom teaching,provide a certain level of reference value for Chinese teachers who are going to Cambodia in the future.