Strategy Research Of Effective Questions In The Background Of Course Reform

Nowadays, new course reform is in progress and the centre is the reform of teaching in class. Question-asking in class is always the typical and common way of teaching. It has obverious effects on inspecting students' study condition, arousing students' interest, training students' ability of though, etc. However, in view of existing situation of questioning-asking in primary and middle school, there are so many problems. It affects not only the teaching quality, but also the success or failure of the reform. How to help the teachers extricate from the difficult position ? In the author's opinion, firstly, aims of traditional question-asking can't satisfy the necessity of reform. The main aims and functions should be changed to develop students thought of making innovations and trains the students to learn to ask as the final aim. Secondly, teaching ideas should be rectified. This thesis focuses on initiating to establish efficient question-asking in class, inquiring into the practical way of question-asking, raising practical and effective tactics.This thesis contains five parts. Part one, present situation of question-asking in class. By way of practical examples in the author's school, the thesis sets forth the present condition about teachers' question-asking and students' question-answering, and arranges and induces the main difficulties existing. Part two, analysis on present situation of question-asking. From the teachers' view of teaching and students' response of existing difficulties on question-asking. Part three, changes of effect and function of question-asking in the background of reform. Set up a new idea of question-asking that adapts the reform, and expound that the relationship between teachers and students should be defended in the course of question-asking in class. Part four, establishing of effective question-asking. Explain the connotation, characteristics and expression. Part five, tactics research on effective question-asking in class. Teachers bring about effective question-asking by practice, develop students' thought and give particular advice.