Study On The Classroom Question Strategy Of Junior Chinese Comprehensive Class Teachers

Classroom teaching is the central link of teaching Chinese as a foreign language,and good classroom teaching can attract students to a greater extent,stimulate interest in learning and enhance learning motivation.In the classroom teaching of language,asking questions can be said to be the most important.In general,the primary Chinese comprehensive course is a comprehensive course aimed at imparting knowledge and training skills,and can also be said to be a comprehensive training of language skills and the teaching of language knowledge courses.This paper mainly studies the strategies and shortcomings often used by the junior comprehensive course teachers of the Confucius Institute at Baku State University in Azerbaijan in the classroom,and further makes suggestions on these deficiencies.The author used the classroom observation and classroom recording of four teachers during their teaching at Baku State University in Azerbaijan to collect and organize more detailed audio materials.Repeated listening to the recording material,from the teacher in the classroom number of questions,the type of questions,the way to assign questions,question skills,question waiting time,question effectiveness and question feedback,the seven aspects,organize and calculate the relevant data,and made a table.The third chapter of the paper is mainly the analysis of these data,and combined with the observation in the classroom to find out the problems that teachers have when using the question strategy and the causes of these problems.The fourth chapter of the thesis is for the interview of the four teachers,the interview is mainly to examine the teachers in the number of questions,the type of questions,the allocation of questions,question skills,question waiting time,question effectiveness and question feedback in the seven question strategies of awareness and theoretical level.According to the content of the interview,it is found that the teacher’s problem strategy is insufficient,so as to be able to put forward more relevant and practical suggestions.The fifth chapter of the thesis combines the results of the third chapter on classroom recording and classroom observation with the content of the teacher’s interview in chapter four and the analysis of the interview content,and puts forward some suggestions on theproblems of teachers’ question strategy found in the above two chapters.