Research On The Effective Classroom Questions In Middle School Chinese

Under the new curriculum reform in the middle school language classroom,questioning is an important link in the teaching,it’s not only a powerful way to test the learning outcomes,but also the main means to achieve the goal of the teaching.Effective classroom questioning can not only promote the development of teacher professional skills, but also stimulate students’ creative thinking, to let students get professional growth, so as to realize the effective teaching.However, from the study of effective classroom questioning the current point of view, there are still inefficient or ineffective classroom questions, not only from the teachers themselves, students also can not shirk its responsibility.The author combined with limited teaching experience in this paper, through the method of case study and literature research, the concept of effective questioning, the existing problems and cause analysis, the specific implementation of the strategy to carry on the elaboration, provides a direct and effective method for the classroom questioning.The introduction part of this paper,combined with the current new curriculum reform trend, put forward the effective classroom questioning in the current status of research and its significance, and explains the concept and theoretical support related.The first chapter based on the concept of teachers, students’ initiative and effective questioning itself analysis, summed up a few standard of effective questioning the rationality of science, to achieve effective questioning.The second chapter analyzes the existing problems in the classroom questioning the quality of questions: the number of unreasonable, questioning is not high and the teachers control the class phenomenon, and based on the analysis of the reasons. The reason is not only teachers, students do have their own problems. On the problems existing in the third chapter, the problems in the design of effective strategy analysis.The third chapter puts forward the design problems should be analyzed from the following aspects: identify the entry point to grasp the question and difficulty level of accuracy, flexibility, but also practical, to understand students’ questions. The fourth chapter is based on the analysis of the problems related to the questions, and the effectiveness and teachers’ psychological problems of college students themselves and so on the results of the analysis put forward effective strategies. On Teacher Questioning and student body of the questions were expounded. The purpose is to embody the student as the center, and improve the efficiency of the classroom through strategy analysis.The appendix is the combination of the research result, the teaching design of effective classroom questioning of the person teaches the version high unit second "candle Qin Shi back" one article, help later in the actual teaching work.