A Study On The Effective Questioning Of Primary School Chinese Teachers' Classroom

With the deepening of the new curriculum,the traditional teaching methods also will be changed. Teachers in the classroom with students in two-way interactive communication is becoming the focus of educational reform issues. Question remains as an important classroom teaching is one way to achieve this exchange. From the practical point of view,the use of interviews,literature and classroom observation to explore the status of today’s primary school language teachers classroom effective questioning and scientific analysis, with a view to the vast number of classroom teachers more effective classroom questions in practice teaching, make their teaching more perfect.By the late 1990 s, the "effective classroom questions," Chinese scholars began to enter the field of vision, and become a research issue of growing concern, we can say that this issue is still in the development stage, there is still much room for development. Primary language teaching valid question has always been much attention, such as: the type of relatively simple questions of teachers, teaching the language used in the classroom is not rich; teachers exam-oriented classroom questions more limited scope;teachers no waiting for students to leave plenty of time to answer;unreasonable design problems;teachers do not clearly a way to guide students to answer in order to save time often suggestive reminder with.Overall, including the factors affecting the quality of classroom questioning many aspects, there are aspects of teachers,students and teaching aspects of goals.