Study On The Comparison About The Waiting-time Of Questioning In Chinese Teacher’s Classes Of Junior Middle School

Class question is necessary for teachers and also the main way in class teaching. The results that teachers deal with the four parts of the course of questioning put effect directly on the quality of the teachers’ questioning, even on the teaching quality of the whole lesson. Therefore, teachers should pay attention to each step and make each step more effective. The waiting-time of the question in the research is related to an important part in questioning process. If the teacher properly arrange the waiting-time, it is beneficial to improve students’ valid answers to promote learning performance in the class teaching. In addition, another important significance of this study is that it can promote the students thinking ability. Chinese course standard points out that language should pay attention to cultivate the students’ Chinese accomplishment and improve their language proficiency. The thinking ability of students as a part of the Chinese accomplishment is also thehot spot in the Chinese education teaching should be. In theclassroom, the only way to cultivate the students’ thinkingability is to provide students with opportunities as much aspossible to think, which can exercise and improve the thinkingability of students. However, the opportunities that studentscould think are created by the teacher in classroom. Teachersgive students more time to think and extend waiting-time inclassroom when teachers questioning.Go down for a long time,the thinking ability of students will be promoted. Based on theabove two points, the author determines the waiting-time ofquestion in classroom teaching for the research topic.This study based on the process of waiting in question, itexplores the differences between them through comparing goodteachers and common teachers in the waiting-time of question.Research mainly take the types of question and the wholeclassroom teaching in consideration.It will provide referentialadvices for ordinary teachers which can help them to improvethe problems existing in the waiting-time of question.The thesis consists of five parts. The first chapter is theIntroduction, which contains the origin, purpose andsignificance of the research.The second chapter talks about the literature review and the conclusion part, which consists ofthe studies about the conception of the questions waiting-timeand the types of questions and personal revelation. The thirdchapter is the research design part. The ministry branch ofresearch objects, methods, tools, and data processing, etc. Thefourth chapter is the present and analysis of the study. Itincludes the present about the observation data and of theanalysis of the data. Through the research conclusion: ordinaryand excellent Chinese teachers in junior middle school existsremarkable differences in the types of question and the wholeclassroom teaching in consideration of the waiting-time inquestion. The fifth chapter is the result of discussion section.This part discussed the reasons of the differences about thegood-ordinary language teacher in waiting-time of questions.The sixth chapter contains Suggestions and shortcomings. Itwill provide referential advises for ordinary teachers order tohelp them to improve the problems existing in the waiting-timeof question.