Research On The Effectiveness Of Teachers' Questions In The Classroom Teaching Of Upper Primary School

As an important organizational form of classroom teaching,effective questioning can embody the effectiveness of classroom teaching.Curriculum reform requires teachers to take problems as a link in classroom teaching and advocates students to enter the classroom with problems and leave the classroom with problems.The central objective of curriculum reform is to return the class to the students,the rights of the students,the time to the students,and the study to the students.Therefore,the classroom should be the classroom of students.the teacher's duty is to guide students to learn to learn,that is,to guide students to learn to learn independently and cooperatively.this requires teachers to ask not only less questions,but also more refined and effective questions.The independence of thinking of primary school students in this special section of senior grade gradually increases with age.teachers should change the teaching methods of " full filling" and " full asking" by relying on their own prestige in the past,give full play to the function of classroom questioning in teaching,and effectively ask questions to students.Through understanding the current situation of teachers' questioning effectiveness in senior Chinese classroom teaching in primary schools,this study aims to put forward corresponding strategies to solve the existing problems and improve the effectiveness of teachers' questioning in senior Chinese classroom teaching in primary schools.This research adopts questionnaire survey method,interview method and classroom observation method to carry out research.interview method can make up for the deficiency of closed questionnaire survey.classroom observation can further understand the situation of teachers' classroom questioning.Through analysis,it is found that the main problems existing in the teaching process of senior Chinese classes in primary schools are that teachers do not have enough understanding of the importance of questioning,the ways and means of questioning are not flexible and diverse,the content is not appropriate,the artistic quality needs to be strengthened,and the evaluation of students' responses is not positive.after analysis and summary,corresponding suggestions and suggestions are put forward on the basis of these five dimensions.Specific: teachers should attach importance to the validity of questions and make a good preset.Summarize in time and carry out necessary introspection;Choose flexible and diverse ways to ask questions;Concise and clear language,moderate speed;Students at all levels should be taken care of when asking for answers.Increase the design of open problems;Reasonable use of waiting time;Pay attention to changing the tone and tone of questions;Evaluate students through body language,etc.The basic structure of this thesis is: chapter one is the introduction.The second chapter introduces the research status at home and abroad.The third chapter first puts forward the core concepts of classroom teaching,teacher questioning and questioning effectiveness,then introduces the theoretical basis of the research,and finally introduces the standards of effective questioning in class.The fourth to sixth chapters are questionnaire survey,interview survey and classroom observation respectively.through the combination of three empirical methods,the present situation of teachers' questioning in senior Chinese classroom teaching in primary schools is more fully reflected.Chapter 7 puts forward suggestions to improve the effectiveness of classroom questioning after integrating the conclusions of the three studies.