A Case Study On Chinese Classroom Questions In A Rural Middle School In Jinan City,Shandong Province

A good teacher should not only ask,but also guide students to think,which requires teachers to have good professional skills.In the rural areas with weak economic and cultural development,teachers are deficient in classroom questioning,which affects the effectiveness of classroom questioning.Therefore,this paper will focus on the case study of junior middle school in rural schools.The research focuses on "classroom questioning",which can improve the level of Chinese teachersundefined questioning.This research takes "the rural junior middle school Chinese classroom question case" as the main line,"combing the existing research achievements-empirical investigation-existing problems analysis-put forward operational recommendations" as the research approach,On the basis of empirical investigation,the research on the classroom questioning of rural junior middle school Chinese teachers is carried out from five aspects: the type of questioning,the way of answer,the feedback of teachers,the time of pause and the time of questioning.It reads as follows:First of all,the literature method is used to consult relevant literature and summarize relevant research results,so as to lay a theoretical foundation for this research.Based on the classroom observation method and the relevant scale,this paper analyzes the present situation of classroom questioning of Chinese teachers in rural junior middle schools.This paper provides objective data and empirical data for this study with student questionnaires and classroom examples.Secondly,in view of the case to the rural M middle school Chinese teachers' classroom questioning is analyzed,discusses the problems existing in the rural Chinese teacher in the classroom questioning,specific questions as follows: single problem type,content of shallow;The way of answer is not evenly distributed;Simple feedback and lack of encouraging language;Little pause time;Less time for questions,low student participation,etc.The reasons for this series of problems are various,such as the low professional knowledge of rural teachers.Job burnout of rural Chinese teachers;In rural students,the initiative is low.Finally,the author puts forward the strategy of improving the status quo of Chinese classroom questioning in rural junior middle schools: strengthening teachers' professional knowledge and improving teachers' ability to ask questions;Design the problem type before class and ensure the validity of the questions;Create a good classroom questioning atmosphere and improve student initiative;Optimize teachers' questioning skills and improve teaching efficiency.