Case Study On The Questioning Of Primary Chinese Speaking Class

Classroom of Teaching Chinese as a Foreign Language is an important place for teachers to develop students'language skills and communicate ability by using the discourse communication.Classroom questions,seemingly simple and random,but there are many principles and skills should be remarkable.Well designed classroom questions will have a good auxiliary function for classroom teaching,and improper questions will be counterproductive.In oral language teaching of the primary stage of teaching Chinese as a foreign language,if the teacher can distinguish the different characteristics of the advanced stage classes and some others and specially design some classroom questions for foreign students who have a zero starting point in the Chinese language level and want to improve their oral expression ability based on the very special situation,the teaching effect will be much more effective.This paper attempts to combine the particularity and importance of the oral teaching in the primary stage.On the basis of the theory of predecessors' research,this paper discusses the "classroom question" in the oral teaching of the primary stage.This paper mainly adopts the method of classroom observation to observe the use of teachers' questioning strategy,the distribution of teachers' questions,the waiting time of teachers and the way teachers feedback to students in the primary stage of Confucius Institute in Hunan University,Korea.Observation and research,and the formation of case analysis,especially in the classroom appeared in the ineffective teaching behavior in-depth analysis.This paper also uses the questionnaire survey,respectively,for the South Korean University of Hunan Confucius Institute of primary speaking class students and instructors,designed two questionnaires.Through the questionnaire survey and classroom observation,we found that some teachers know about the knowledge of questioning,but rarely use the strategy to improve the teaching effect,and even there have been some invalid teaching behavior.Some teachers have raised the problem of sensitivity,too complicated and unrestricted problems,which has caused some difficulties to the students' learning and hindered the smooth implementation of classroom teaching.The results of the questionnaire highlight the teachers in the classroom to ask questions,waiting time,feedback are different from students.Students generally hope that teachers can mention some difficult problems,and give them more time to think.Students generally hope that teachers can mention some difficult problems,and give them more time to think.This paper points out the existing problems in the classroom questions and puts forward relevant suggestions and strategies so as to provide some reference and inspiration for the questioning in the future primary oral teaching.Through the investigation and research,we believe that teachers should pay attention to the proportion of display problems and reference questions in the classroom questioning,may be more appropriate to mention some reference questions,and give students enough time to think about problems,usually in three seconds above is appropriate.At the same time,teachers should avoid the occurrence of invalid question,and after the question to the students to answer the positive and effective feedback to help students better study.If teachers can be careful planning questions content,strategy,waiting time and feedback during the teaching,they will be able to give full play to the positive role of classroom questions to promote the smooth realization of teaching objectives.