Classroom Questioning Research Grade Teacher Read

Language new curriculum standard pointed out that reading teaching is the process oftalking between the students, teachers, textbook editors and texts. In order to realize the dialoguebetween teachers and students, we can’t leave the classroom questioning. So the superiority ofteachers’ classroom questioning influence greatly on reading teaching quality and level, stillfurther it highlights the necessity of researching reading teaching classroom questioning. Thispaper intents to research and explore five outstanding top-tie primary school teachers like DouGuimei,Yu Yongzheng reading teaching＆classroom questioning by adopting some methodssuch like classroom observation, case analysis,trying to dig out the methods and ideas. So that, itwill offer some suggestions for extensive frontline teachers, and base on that we can suggestmore about how to optimize reading teaching＆classroom questioning in primary schools, andimprove the quality of teachers’ questions and efficiency of reading teaching, promoting theability of students’ reading skills.This Paper analyzed and studied the questioning in reading-oriented classes used bySpecial-class teacher by four parts:Part Ⅰ introduces the reasons to select this topic, research goal and significance, thedefinition of core concepts, the analysis of relevant research literature and research methods.Part Ⅱ focuses on illustrating the importance of classroom questioning in readinginstruction.Part Ⅲ: use the classes observation and cases analysis to deep research and analysis fromthe three parts of the quality of the answers,type of the questions and the view of the point andthe answer of the level to judge Dou Guimei,Yu Yongzheng and the another three excelentprimary teachers’ class teaching cases. In the quality of the question and the type, the seniorteachers’ question are less and they pay attention on the advantages of the develop of thestudents’thinking and deepen the texture. In the point of the view,the senior teacher can payattention on the eye of the class and the main question and the key sentense to set questions. Inthe answer of the question, the senior teacher can not only with pertinency,encourgement,inspiration,but also with more attention to create the class.Part Ⅳ provides some reflections on the questioning in primary reading-oriented Chineseclasses to further enlighten and advise optimizing the questioning in primary reading-orientedChinese classes: hold faith to professional development, love reading, insist on research andbeing reflective.