The Effectiveness Research Of Rural Primary School Young Teachers’ Classroom Questioning

We discuss the validity of the rural primary school teachers’ classroom questioning and the evaluation standard. It plays a vital role not only in avoiding inefficient and invalid questioning behavior, also in promoting rural primary school classroom teaching quality and students’ learning motivation. On the basis of various practical investigation,review the present situation of young teachers in the classroom teaching of rural elementary school, this thesis tries to explore the effectiveness problems and its influencing factors of rural elementary school young teachers’ classroom questioning,and then discusses the feasibility of improving the effectiveness of classroom questioning and path.This thesis is divided into five parts:Part I: Problems of the rural primary school of the young teachers’ classroom questioning, the present situation of research both at home and abroad and the definition of core concepts, research methods and purpose.Part II: First of all, expounding the relevant theories of teaching, including Confucius’ "heuristic" teaching ideas, Socrates "midwifery" teaching thinking,Vygotsky’s "zone of proximal development", which is provided an original theory for questioning the validity of research. Secondly, the effective classroom questioning of connotation and the general process of effective classroom questioning are analyzed.Once again,through the literature method, collation and analysis studies on the effectiveness of classroom questions about domestic and foreign scholars’, to develop the effectiveness evaluation index on young teachers’ classroom questioning in the rural elementary school. Then, according to the research of the core concepts of the effectiveness of classroom questioning, to express respectively and concretely the fowling: questions design phase, teachers and students exchange and questions to guide and evaluation phase, three dimensions with 17 secondary factor index, according to the high and low validity. Finally, from the young teachers’ classroom questioning effectiveness evaluation in rural elementary school, to establish the standard framework.Part III: Questionnaire method was used to select 18 primary school young teachers and students in the three counties of Tie Ling city, Liaoning province. Through questionnaire survey,to investigate status of teachers’ questioning in class of the rural primary school,integrated analysis of survey data.Part IV: According to the questionnaire survey combined classroom observations and interviews in the field and the standards of young teachers’ questioning the validitytesting in rural primary school classroom, to analyze the problems existing in the effectiveness of young teachers’ questioning in rural elementary school, and to find out the influence factors of rural elementary school young teachers classroom questioning effectiveness.Part V: Aiming at the problems and influence factors above, from the three aspects,including young teachers, primary school students and the school administrative department respectively, to put forward feasibility countermeasures for effectiveness of rural elementary school young teachers’ classroom questioning.