| Classroom questioning is one of the most important means of teaching. Students found the problem, ask questions and under the guidance of teachers’ analysis and problem solving process directly affects the efficiency of classroom teaching. Therefore in classroom teaching, the teacher way of design, ask questions and to guide behavior of the students answered questions become crucial. Facing the problems in the process of classroom questioning, the teacher only responses can improve the efficiency of teaching, which requires the language classroom questioning to optimization.Browse through related literature and the observation of the current junior middle school language classroom teaching can be found that in the process of junior middle school Chinese teaching, teachers in classroom questioning is still in the guide of students there are certain problems. Problems, for example, its weight is not heavy, generalization evaluation of language, lack of guidance and encouragement, and so on. Investigate its main reasons, on the one hand, is the student’s learning level and the influence of learning psychology, on the other hand is a teacher in new course standard of misreading and the limits of their ability level.Aiming at the problems in today’s junior middle school language classroom questioning, to analyze the causes of the problems with teaching theory, humanism theory of learning, innovation education theory is based on the reasonable optimization strategy is very necessary. At the same time, the optimization strategy should design the questions of the from the atmosphere, timing, and coping behavior design in different ways.Optimization of junior middle school language classroom questions, not only can improve the learning interest of junior middle school students, perfect their knowledge construction, promote the inquiry learning, for emotional interaction between teachers and students and teaching work smoothly, also has certain positive meaning. |
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