A Study Of Chinese Classroom Questioning In The Context Of Dialogue Theory

In view of the current teaching situation and existing problems of classroom questioning, in the reference of the theory of dialogue on the basis of research results, the paper discloses the relevant problems of Chinese classroom questioning dialogue context, discusses the dialogue theory and classroom questioning theory through the discourse analysis, comparative law and statute law of material theory, analyzes the present situation and reasons of classroom questioning under the dialogue theory background, summarizes the principles and types of classroom questions, and puts forward the method of classroom questioning. Researches show that the classroom questioning is an important part of Chinese classroom teaching in high schools. Questioning is the basic controlling means of improving students’ thinking, evaluation of teaching effect and promoting students to achieve the desired goal. Good questioning art can optimize the teaching process so that teachers and students can be in the harmonious communication constantly, and the efficiency of classroom teaching can be improved. Classroom questioning under dialogue context is actually not only an important means to realize the interaction between teachers and students, communication, understanding and dialogue, but also an important way to cultivate the students’ independent thinking and the ability to communicate.