Research On The Effectiveness Strategy Of Classroom Question In Chinese Teaching

According to the present Chinese teaching in middle school and the status of practice questions, based on deepen reforming of new curriculum in Chinese language teaching, the paper pay attention to the effectiveness strategies of class question.In this paper, some researching methods are used, such as case studies, literature, survey research, comparative research methods, questions of curriculum content, questions and questioning strategies were adopted, and effective teaching theory, learning theory, curriculum theory, heuristic teaching theory were adopted as the theoretical support of this thesis, by combining theoretical study and practical teaching case, summed up the questions related to Chinese teaching strategy for language structure, language form strategies, verbal expression strategy, and the mode of questioning pragmatic strategy. On these basis, get the results of question strategies, such as according to the main question to ask strategy, according to the student's level to ask strategy, free style to ask strategy, transitional ask strategy, according to the key question to ask strategy and inspire students to conduct self-questioning strategies. The paper has some theoretical value and practical significance on the language teaching strategy and the question pragmatic strategy, it is worth to promote.