A Study On The Ability Of Primary Chinese Classroom Novice Teacher Questioning Based On The Lessons

Questioning in classroom teaching of research has been a hotspot. As an importantteaching strategy in the classroom teaching of Chinese, Questioning has a key role in theclassroom. Now under the background of new curriculum reform, strengthening the questioningcapacity was an important tool for teachers to improve classroom quality. But for now, theprimary language classes in particular questioning the status quo of novice teachers, thesituation is not optimistic. Primary school classroom General questions the existence of "highconsumption and low efficiency" problem, teachers still mired in the practice of questioning allsorts of misunderstandings. To this end, we have to think about: new to primary school teachers’ questioning in what is the status? What to consider the Novice teachers ’ ability to question inclass teaching? How to ask questions of Novice teachers in practice class? How to improve theNovice teachers’ questioning ability?In order to address these problems, this study to on-site observations and record fulfillmentof teaching in the classroom, based on the current language novice teachers in primary schoolson the basis of actual examples, discuss the primary school teachers ’ questioning in the presentsituation, problems and strategies for improvement. Through analysis of the current primaryschool Chinese novice teachers ’ questioning ability to promote languages professionaldevelopment of novice teachers in primary schools, the language question in class teaching,research and practice to provide some reference model.Based on the purpose and idea, the text is divided into five chapters:Part1: Introduction section. Clarify the issues raised in this study and the purposes of theresearch;Part2: Theoretical foundations. The theoretical basis of the study, the core concepts andresearch methods;Part3: Literature review section. Review of literature on teacher’s questioning ability athome and abroad, as well as the research ideas; Part4: The survey and analysis based on examples of primary novice teacher’s questioningability. From the question types, answer strategies, waiting time and the teacher feedbackcombines concrete practical examples, make the detailed explanation and analysis;Part5: The research findings and the strategy of how to improve the ability of the teacher’squestioning.