The Study Of Effective Classroom Questioning Of Novice Teachers For Chinese Teaching In Primary School

The essences of the new curriculum reform are to build the classroom full of vigorand vitality, the requirements of class teaching is higher and higher, so are therequirements of teachers. Classroom questioning as the important part of teachingactivities and the importance of classroom teaching organization form, has afar-reaching influence in teaching activities. Study of novice teachers’ classroomquestioning in classroom teaching has important practical significance.This study is based on domestic and overseas scholars’ effective questioningstandards, incorporating the characteristics in primary school Chinese subject, indicatedfour standards of novice teachers in classroom effective questions: First, possessinglearning value and thinking value. Second,expressing questions clearly and briefly.Third,stimulating participation of students, emphasising students’ emotional experience.Fourth, be adept in guiding, rational feedbacks, take Chongqing A primary school as anindividual case, from these students’ class speech, the expression of questions fromnovice teachers, the way they questioning and the dwell time after questions, thecomplexity of their questions and the times they questioning, the questionnaire surveystaken in five novice teachers’ classes, three novice teachers will be selected forclassroom observation and interviewing, then analyse from these novice teachers’ basicconcepts, fundamental state of questioning in Chinese lessons to get the real status ofthese teachers’ effective questioning and the comprehending of effective questioning.This study found that novice teachers’ classroom questioning exist the followingproblems: First, novice teachers question in unreasonable level, less creative problems;Second, novice teachers’ pause time is not enough, think about less; Third, noviceteachers’ questioning methods are not flexible, and lack of generative questions; Fourth,novice teachers’ language is boring, with a single question object; Fifth, noviceteachers’ answer is simple, with a negative phenomenon. Meanwhile, find the factorsinfluencing the novice teachers effective questioning from the teachers, students and therelationship between students and teachers. To promote the novice teachers’ effective questioning, we should follow threeaspects: First, novice teachers should strengthen learning, improve personal qualities: anovice teacher must be good at imitation and migration, strengthen the consciousness ofreflection. Second, novice teachers improve classroom questioning skills: prepareattentively, carefully designed, patience and tolerance, extend “the waiting”, listen withyour heart, evaluation properly, reasonable feedback. Third, create favorableenvironment for the questions: highlight the student, make the students ask bravely, beadept in guiding and enlightening, let students ask, create democratic and harmoniousenvironment, make students love to ask.