Analysis Of Effective Questions In Classroom Teaching Of Chinese In Middle School

The efficiency of classroom teaching has always been the focus of educators, and the educators are vigorous pursuit to enhance it. However, efficient classes need to be driven by effective questions, which can prompt the teaching goals to be achieved efficiently, because the formation of an orderly lesson, advance the lesson to be deepened and expanded step by step smoothly, orderly and hierarchically.As for the study of effective questioning, researchers have had certain results, but nobody had deeply thought about the reason why the efficiency of classroom questioning is not high. And also there is no article to systematically discuss how to ask questions in Chinese lessons. This paper is divided into four parts to describe effective questions in Chinese lessons, specifically including the following aspects:This paper firstly elaborates the current situation of classroom questioning in Chinese teaching, according to related literature studies and the author’s observation in classroom experiences in middle school. Then discuss the results and find out the problems existing in Chinese classroom questioning. And further discuss the reasons for the problems from standard lost level of school-based curriculum and put forward the possibility of changing the current situation of questioning. Next, the author proposes some basic requirement for effective questions in Chinese classroom teaching as follows:Definition of effective questioning in Chinese classroom teaching, Objective predetermination of effective questioning, Basic principles on effective questioning and general requirements for effective questions, the author focuses on classroom practice, the first step of which is setting questions. This paper discusses it from the preparation and generation of question design. In the third part, the author analyses the implementation of classes, that is, how to make Chinese classroom questioning for middle school effective, specifically including three aspects:effective throwing of classroom questions, and the thinking and evaluation process of effective generation of classroom questions.This paper discusses effective questioning in Chinese classroom teaching from three aspects:According to the depth of the curriculum standard lost and combining with the features of Chinese, the author ponders from the source over the root causes of the existence of inefficient and invalid questions. Combining with the research results under the new standard of contemporary Chinese teaching, the author tries to explore the design of effective questions of the curriculum. And finally improve practical operation methods of effective questioning in Chinese classroom teaching by the studies above.