Effectiveness And Strategy Of Primary Language Classroom Questions

As a basic classroom teaching link, inquiry plays a very important role inprimary classes. Teachers’ proper questions in time can motivate students to learn andparticipate in classroom activities. Teaching aims can be reached smoothly andteaching outcome will be more effective. Otherwise, if teachers’ questions are notproper, the outcome of classroom teaching will be less satisfying.As a fundamental discipline, Chinese is characterized by the essential natures ofinstrumentality and humanity. Compared with other disciplines, Chinese teaching isembodied with more. In primary school, Chinese teaching is special because ofstudents’ age. Primary students are still in a developing stage of mentality. They aremarked by a psychological characteristic of “to-teachers”. They rely greatly onteachers to understand the world. Besides knowledge and abilities promotion, Chineseteachers are responsible for nurturing children’s personality, positive attitudes andvalues. Therefore, teachers’ inquiry is important to guide student to think. Theresearch of the effectiveness of inquiry in primary Chinese teaching is necessary andimportant.However, some of the teachers’ inquiry is not effective. Students give irrelativeanswers, or only a few students will answer the questions. Sometimes teachers’questions are too frequent, students are busy to answer without sufficient thinking.Teachers focus on the process of inquiry instead of real effect of inquiry. Sometimesteachers’ questions are for the top students and too difficult for other students. Thecoverage of inquiry is not wide. Sometimes teachers ask random questions. Thequestions are not well planned or organized, lacking of graduation, so they are notvalid questions. Sometimes teachers’ questions are superficial and unscientific, whichcan not activate students to think deeply. Therefore, the writer of this thesis thinks theresearch of effective inquiry and strategies of inquiry in classroom teaching will havegreat significance. It will encourage students to study actively.Guided by the new curriculum theory, the writer of this thesis combined theadvanced teaching and learning theories with her in-front teaching experience, herclassroom observation, questionnaires, analysis of the real status of classroom inquiry,on the status of the primary Chinese classroom teaching, she defined the main factorswhich affect the classroom teaching effectiveness, explored strategies of effectiveinquiry in primary classroom Chinese teaching in this thesis.