Research On Practices Of Classroom Questioning Of Chinese Language Teachers In High School

As an important part of teacher classroom language and a significant means of classroom teaching, the teacher classroom questioning plays a crucial role in organizing classroom teaching. But in teaching practices, the teacher classroom questioning still has many problems, which affect teaching effects. Based on a conclusion of personal teaching experiences and lots of other teaching cases, the thesis catalogues two major problems of the teacher classroom questioning of Chinese language teachers in high school——lacking of certain purposes and vividly effective teaching methods. From the survey and analysis, we conclude three reasons contributing to problems of the teacher classroom questioning. The first is teachers' unadequate understanding of the functions and features of questioning, the second is teachers' unadequate management of teaching structure and missions, the third is teachers' unadequate understanding of teaching targets. To solve the problems, this thesis will bring up measures and methods of how to question effectively by analyzing successful teaching practices and employing verbal communication theory. Through the study on the teacher classroom questioning of Chinese language teachers in high school, we expect to improve classroom teaching skills, as well as offer inspiration regularity for relevant language practices.