Study On Effective Questioning Of Improving Classroom Interaction In The Intermediate Comprehensive Course Of Teaching Chinese As A Foreign Language

In the traditional Teaching Chinese as a Foreign Language, teachers play a leading role in class and they lack of the interaction with their students, which restrict students’ enthusiasm. Students lose opportunities to practice Chinese in class. The aim of intermediate comprehensive course of Teaching Chinese as a Foreign Language is to develop students’ability of utilization English in reality. Teachers may take effective teaching methods to create a lively classroom teaching atmosphere, and try to let the students speak more, thus eventually promote foreign language acquisition. Effective classroom questioning is one of the important ways to make classroom teaching smoothly and ensure teaching effectively.Foreign language teaching boundary did a lot of research in classroom interaction and teachers’questions. Our country has a late start in the study of this aspect, and the research is even rare in the combination of classroom interaction and effective classroom questioning. This paper used the empirical research to describe classroom questioning in the intermediate comprehensive course of Teaching Chinese as a Foreign Language by means of documentary analysis, viewing and recording real classes combined with questionnaires investigation.This paper consists of five parts:The First Part is the Introduction, the Purposes and the Significance was Introduced as Well as the Relative Research, the Basic Thought and Theory Basis.The Second Part is the Observation Point of View and Process of Classroom Teaching and Results Analysis.The Third Part is the Analysis and Discussion of the Teachers and Students’ Questionnaires.The Forth Part is the Suggestions and Strategies of Classroom Questioning in Intermediate Comprehensive Course of Teaching Chinese as a Foreign Language.The Fifth Part is the Conclusion. It points out the insufficiencies of this paper.