Secondary Language Teachers' Classroom Questioning The Validity Of Research

The research of the secondary schools' Chinese teachers'classroom questioning is of great significance and importance in reality. Classroom questioning is the main part of classroom teaching, and is one of the teaching methods to get the aim of classroom teaching. The quality of classroom questioning affects the classroom teaching's validity directly.The new curriculum standards have been carried out for ten years. The realization of progressing students' cultivation has become a kind of principle for Chinese teachers. However, in Class, it is doubtful that classroom questioning contributes to students' integrated development. During this research, in order to find the difference between the Ordinary teachers and the Superior teachers, the author tries to make an evaluation tool, and do the research on the teachers'classroom behaviors.After synthesized large amount of documents at home and abroad, the author makes the evaluation tools. Then, by means of the letters of experts, the author alters the evaluation tools repeatedly, and establishes the evaluation tools. The tool's first dimension includes "The stage of teachers preparing questions", "The stage of communication between teachers and students" and "The stage of teachers organizing answers and evaluating". And The stage of teachers preparing questions include three second dimensions, which are the intention of questioning, the questions' facility value and the questions'levels & logicality; The stage of communication between teachers and students include The stage of teachers'proposition and The stage of teachers'waiting. The former includes The opportunity of asking questions, expression effects, The extent of students' participation, The questions'form & quantity & rhythm and The outside condition. The latter includes two second dimensions which are the use of waiting time and teachers' watching & listening. While The stage of teachers organizing answers and evaluating also includes three second dimensions, which are The evaluation in appropriate moment, The teachers' assessment & language and The feedback for students' answers.Used the evaluation tools, the author analyze 20 Chinese lessons which are suitable for the research in order to indicating the differences of the two kinds of teachers'classroom questioning. The research mainly analyzes the quantities of questions and the different dimensions, then discusses those results. From the analysis, the reasons for the difference on the quantities of questions are the difference on the aim of asking and the questions' design. While the reasons for the different dimensions are the different knowledge and experiences. At last, the author analyzes again according to the results and teachers'records, which helps us realize the diversity on teachers' questions.Then the author gives six strategies to improve the Chinese teachers'classroom questioning levels in secondary schools. The strategies include The design for questions, The opportunity and expression for asking questions, The use of waiting time, The teachers'watching & listening and The evaluation in appropriate moment.