Misunderstandings And Countermeasures Study Of Chinese Teachers' Classroom Questioning In Primary School

Classroom questioning is the most commonly used form of classroom teaching by elementary school language teachers.The effect of questioning directly affects the level of classroom teaching efficiency.Since the deepening of the curriculum reform,we are committed to realizing an effective classroom for the common development of teachers and students.Classroom questioning is a necessary path for teachers to create effective classes.Therefore,getting out of the misunderstandings of classroom questions can not only allow teachers to adjust classroom teaching in a timely manner,but also help students to play their main role and improve their thinking quality,thus laying a solid foundation for the formation of Chinese core qualities.The dissertation selects the senior students of elementary school Chinese as the research subjects,then the author enters the classroom to conduct in-depth observations,understands the status of classroom questioning,and conducts questionnaire surveys of students at the same time.The author finds the various misunderstandings in the classroom questionings and analyzes the misunderstandings from Chinese teachers' classroom questioning stages that include asking questions,waiting for the answer,calling students to answer and answering state the problem.According to the misunderstandings of classroom questioning in the study,On this basis that the author combines with the existing literature research results and classifies the types that including repetition type,formal type,maintenance type,random type,and retelling type.In response to the misunderstandings in classroom questioning,The author interviews the teacher in view of the misunderstandings in classroom questioning and finds the reasons for misunderstanding in the classroom.Finally,the author starts with the misunderstandings of the questionings in class,and uses constructivism theory,dialogue teaching theory,recent development areas theory and teacher-student interaction theory as the basis of analysis.The author combines with effective classroom teaching examples and proposes strategies that include level of teacher ability,student characteristics,school training and classroom environment four key factors.In order to reduce the number of misunderstandings in classroom questioning and increase the effectiveness of questions.By studying the misunderstandings of classroom questioning in primary Chinese classroom,it is found that classroom questioning is not desirable for Chinese language teaching in primary school.The misunderstandings of classroom questioning influence the dialogue between teachers and students,and makes Chinese classroom teaching lose vitality.Only by changing the disadvantages of this kind of classroom teaching can we establish a highly efficient Chinese classroom based on life,so that teachers and students get two-way development in classroom questioning.