On Effective Questioning In Chinese Reading Teaching

Question is one of the most common methods for teaching teachers, by classroom questioning, teachers can grasp the students' mastery of knowledge, promote the development of the students' thinking and understanding of knowledge, improve the students' ability of expression, also can to promote the exchanges and communication between the teachers and students,and also promote the effect of active classroom atmosphere. It's no problems that we can say, classroom questioning efficiency directly affects the efficiency of the whole class.But the present Chinese classroom questioning is less satisfactory. The author through the investigation and study, found that the present Chinese classroom questioning, there are many problems, is significant to have the following several aspects:1) the students' participation in classroom questioning is not high; 2) teachers questions focus on a few outstanding students or student cadre; 3) the teacher to student's answer lack of targeted feedback; 4) students' problem awareness has not been wake up.It is because the classroom questioning is so important for class effect of reach, and with it ritual agonising over the present questions, a growing number of researchers and first-line teachers even up to the language classroom effective questions to explore, research is quite abundant, including:the current problems and the reasons existing in the language classroom questioning, the principles and the strategies of the effective questions among language classroom teaching, offers a glimmer of teachers' teaching effectively. But the current research mainly focuses on the study of concrete strategy questions, not combined with relevant theory, lead to not enough depth and systematic research.This article in Bruner's discovery learning theory, Ausubel's meaningful reception learning theory, Rogers free learning theory, structuralism learning theory, motivation theory and under the guidance of new curriculum theory, in-depth analysis of the language classroom questioning the status quo, from the overall requirements of the language classroom effective questions, the effective language classroom questioning presupposition and the effective implementation of the language classroom questioning three sides facing the language classroom effective questions.