Study On Teachers’ Verbal Feedback Behavior Of Chinese Reading Teaching In Senior Primary School

Dialogue is the main method in all the classroom teaching methods, and question is the main tool of dialogue teaching. Questions’ choice is appropriate or not directly relats to the quality of classroom teaching. For primary school Chinese teachers, it is necessary to grasp this concept of question’ to improve the quality of teaching so as to create a real wonderfull education classroom form.The study is only based on question, in fact the teachers’ verbal answer behaviors is the research object. In order to give a comprehensive and objective result the writer choose the literature review, observation method, case analysis and other research methods.After comprehensively, analysis and discussion,getting the conclusions of the research, the writer hope that it can provide the beneficial enlightenment for the improvement of teachers in teaching and classroom teaching verbal response.Full-text consists of six parts, the first part introduces the research background, significance, method and the whole process. The second part discusses the research present situation-the reading teaching, the classroom questions, words answer. The third part include the theoretical basis and relevant concepts, theoretical basis include Constructivism Learning Theory, Suggestive Teaching Method, Humanistic Theory, the elementary education and the importance of primary school Chinese and good standard of primary school Chinese course. Fourth and fifth parts describe the two super teachers’ open classes to carry on the quantitative analysis and qualitative analysis. In the sixth part suggestions are given in high school reading teaching on the speech of strategies.The results show that different teaching styles influence the question number, the super teachers prefer to ask more personal questions, proportion in their question types is different because of different teaching styles. The teacher words are in diverse ways, but appreciation is the main way. The aims of super teachers’ asking and answering are as follows. The aims include understanding the purpose of the learning experience, in the service of the completion of the teaching goal, inspiring to ask questions, asking for some advice. At last we put forward the relevant Suggestions are as follows:the teachers’ quality is one of the key elements for super answers, lesson preparation is positioned for questions, question quality influence the effects of answers, teachers should pay attention to fairness and selecting the students who to answer is fair, answering questions should pay attention to language strategies.