The Research On Classroom Questioning In The Context Of Constructivism Teaching Concept

The current curriculum reform of basic education in our country to enter the stage of deepening, teaching reform is a key part of the curriculum reform. In recent years, the issue of teaching in a real classroom focus, focus on how teachers teach and how students learn. A common question as primary and secondary school classroom teaching methods, teaching is one of the most important part of the teaching process is mutual communication and exchange between teachers and students the most important means, so by many researchers concerned. One of constructivism as the world’s most influential philosophy of education, a profound impact on our learning mechanism for the human understanding and education activities, they proposed education advocate, has become a national conduct a curriculum, teaching and teacher education reform dominant philosophy, but also one of the basic education curriculum reform current dominant philosophy. Currently teaching practice in primary and secondary schools, classroom questioning the effect of less than ideal, the students independent learning and development needs are not met. Therefore, the author attempts to discuss current problems of classroom questioning the existence of constructivist teaching philosophy, which made effective classroom questioning Constructivist Teaching Strategies under the concept.In this study, to clarify the basic characteristics of constructivist teaching philosophy at the basis of classroom questioning to S primary language classroom for the study, development of classroom questioning detection code tables, in-depth questioning the reality of the situation in the classroom observation and recording, and teachers conducted in-depth interviews. The study found that the main problem currently exists classroom questions are: the concept of education of teachers did not shift, domination and control of the classroom teachers questioning, problem types and student life situations disengaged, ignore the ability of students to ask questions, the evaluation does not point students construct meaning. Classroom questions arise for these problems, respectively, from the transformation of classroom questioning teaching concepts, ask questions in class about the basic design concepts, select play to students’ questioning of the recommendations put forward effective classroom questioning three.There are four chapters in this paper. Chapter one, introduction. There are six major modules, including the background, purpose and significance of the research, domestic and foreign research status, related concepts, research methods, research content. The second chapter is the theoretical basis of this study. There are two major modules,including the basic concept of constructivism, the basic features of classroom questioning under the constructivism teaching concept. The third chapter is about the investigation and analysis of the questions about the questions in the classroom of the S primary school. There are two major modules, including the research process and methods, results and analysis. The fourth chapter, the part of strategy discussion. According to the results of the research and analysis of the main problems, put forward relevant suggestions.