The Study On The Novice Teachers' Persisted-questioning Behaviors Of Primary Chinese

Classroom persisted-questioning is an important part of classroom questioning.It not only can stimulate students to take the initiative to participate in the classroom,mobilize the classroom atmosphere,but also can guide students to comprehensive,in-depth thinking,cultivate high level of cognitive ability.As the cause of education in the development of emerging forces,primary Chinese novice teachers' teaching ability,teaching literacy directly impact on the development of education and teaching.So the paper selects primary Chinese novice teachers as the object,and "classroom persisted-questioning" as the theme to study.The study uses the theoretical basis of the researcher in the terms of "IRE / IRF teacher-student interaction model","teacher question classification" and "Brofie-Goode student response classification" and other theories.Then the researcher codes the whole process of classroom questioning,which includes five parts:the teacher's questions,the students' answer,the teacher's persisted-questioning,the students' reply,the teacher's feedback,and forms the I-R-F-R-E process.After coding,the researcher selects three language novice teachers from the three stages of the primary school,and on the basis of observing the multi-class lessons,analyzes nine classes finally.This paper analyzes the specific situation of the novice teachers' classroom persisted-questioning from the aspects of persisted-questioning frequency,persisted-questioning type,persisted-questioning opportunity,persisted-questioning object and persisted-questioning feedback,then constructs the effective strategies of novice teachers' classroom persisted-questioning based on constructivism theory.Finally,the conclusion is summarized based on the study of the behavior of novice teachers' persisted-questioning.At the same time,combined with the construction of the effective strategies,the researcher puts forward some relevant proposals on novice teachers' persisted-questioning: increase the frequency of persisted-questioning in the classroom;set the questioning and persisted-questioning type,promote multiple persisted-questioning;seize the opportunity to ask a wide range of persisted-questioning;ask and lock the same person;timely feedback,enrich thelanguage of it and the way of it.