The Study Of The Art Of Classroom Questioning In The Contemporary Chinese Education

Chinese New Curriculum Standard points out,“the reading teaching is the process of talking between the students,teachers,the textbook editor and text”,“Chinese teaching should be carried out in the process of equal dialogue between teachers and students”,“actively promote learning styles which are independence,cooperation,and investigations.”And achieve these exchanges,the art of classroom questioning plays an important role.But in the specific teaching practice,it is always difficult for teachers to grasp the theory of dialogue and questioning techniques.Some teachers blindly pursuit of the “open”,“lively” and “new” classroom questioning form,resulting in questioning limited to the superficial form.In view of classroom questioning issues under the background of the new curriculum reform,the author analyses the art of classroom questioning of seven famous contemporary Chinese educators,including Qian Menglong,Wei Shusheng,Li Zhenxi and so on.And try to dig then in how to design questions,put forward questions,wait answers,handle answers,evaluate and guide etc.The research could provide some theoretical reflections and practical reference for Chinese teachers.Then we put forward recommendations aimed at improving the quality and developing teaching theory.In addition to the introduction and conclusion,this paper is divided into five chapters.The first part is the Chinese classroom questioning under the New Curriculum.It discusses the role of classroom questioning and existing issues under the new curriculum reform.The second and third part research on famous educators classroom questioning arts from the perspective of teaching practice.The second part is famous Chinese educators’ classroom questioning art in macrocosmic inspection which includes the number of questions,the forms of questions and types of questions.The third part of is microscopic analysis which are the art of designing questions,put forward questions,waiting for answers,handling answers,evaluation and guidance.The fourth chapter is rational interpretation of classroom questioning art from the educational philosophy perspective,which is the common laws of teaching ideas,teaching purposes,teaching process,teaching contents,teaching methods about questioning art.The fifth part discusses the revelations of Chinese language teaching which is summarized from seven famous contemporary Chinese educators’ classroom questioning art.