The Study On Excellent Primary Chinese Teachers’Classroom Questioning

Classroom questioning as "the lifeline of organizing teaching" is the basic mean. Taking into account the current problems in the primary Chinese teachers’classroom questioning, such as excessive number of questions to be asked to students, low and disordered issues, emphasis on skills too much, this article focuses on excellent primary Chinese teachers classroom questioning. Therefore, this study based on the revision of Bloom’s Taxonomy of Educational Objectives has an important significance to promote the professional development of teachers and enhance the quality of language teaching.Four chapters in the thesis are listed as follows:Chapter one:literature review. This chapter is divided into two parts:the existing relevant literature on classroom questioning at home and abroad and summary and reflection. Thinking the long history of classroom questioning and varieties of research areas, the four aspects of function, strategies, effectiveness and classification are chosen to sort out literature. I am trying to show the main context of the research in this field.Chapter two:this one is about theoretical explanation and classroom questioning’s examples of Bloom’s Taxonomy of Educational Objectives (revised edition). This chapter has two parts. The first part is the classification of classroom questioning of Chinese teachers. The second is on the examples of Taxonomy of Educational Objectives (revised edition) in the questioning process. In the first part I combed four kinds of cognitive process of language learning and then identified six categories of classroom questioning of Chinese teachers.Chapter three:this one is on the survey and analysis of classroom questioning teaching of excellent Chinese teachers. This part mainly discusses three problems:(1) study design, which is mainly concerned of research ideas, preparation of survey instruments and sample selection.(2)findings and analysis;(3)conclusion:the excellent primary Chinese teachers in the classroom questioning has common features and differences.Common characteristics:whether it is the lower or higher grade in primary school, memorying and understanding problems occupy a total number of teachers’teaching questions over80%, practical problems rarely occur in the Chinese classroom, analysising and evaluating issues present in the classroom lowly, creative problems in the low primary school appear significantly less than the number of higher learning. From the lower to the higher learning the differences are memorying problem has a downward trend at the same time understanding problems rising, practical questions appear no character except personal teacher, with the upward trend in the rise of learning of analysising problems,evaluating and creative issues, creative of them goes up apparently.Chapter four:the optimization of classroom questioning teaching in the primary Chinese teachers, which is discussed respectively from the view of students, teachers and text.