Strategy Research Of Effective Question-asking In Middle School Chinese Teaching

Asking questions is a common communication skill widely used by both teachersand students in a lecture, and also constitutes one of the main methods for fulfilling thegoal of the classroom-based teaching and learning. It is known that the efficiency of alesson is largely determined by whether the teacher is capable of successfully guidingthe students to identify the problems, to think over the problems and to solve theproblems. Therefore, for the classroom-based Chinese teaching and learning, it is ofgreat importance to study how to effectively ask questions in the classroom.The author want to try my best to study a quantitative observation table of thein-classroom question-asking activity and the students’questionnaire in order to observethe state-of-the-art of the classroom-based Chinese course from The authors’multiple-year Chinese teaching experience and the study of related researchmonographs. The author of this thesis aims to investigate and analyze:1）the real statusof question-asking activities initiated by the teachers in the classroom-based Chineselessons,2） as well as the students’ understanding of their teachers’ question-askingactivities. We hope that all the insights obtained from the aforementioned investigationsmay help us identify the problems in the classroom-based “effective question-askingactivities” and find corresponding remedy strategies and solutions.The analysis shows that almost all the teachers deliberately design questions duringtheir preparation of lessons. However, due to their different motivations of askingquestions and different question designs, and also because of their diversities inprofessional level, in teaching experience and in the ability of controlling the classroomactivities, there is an obvious difference in the number of questions asked and thedegree of students’ participation, which in turn, significantly affects the efficiency of theclassroom-based teaching and learning.Based on the above observations and the problems identified in the question-askingactivity of classroom-based courses, the author of this thesis proposes a range ofstrategies of improving the effectiveness of the in-classroom question-asking for themiddle school Chinese teachers. These strategies are tailed for different parts of thequestion-asking activities, including changing the teaching philosophy,question design,question presentation, question answering and evaluation, as well as how to cultivatethe students’ motivation of question-asking and summarization and reflection.