Study On Effective Questioning In The Elementary Comprehensive Class Of Confucius Institute Of Roland University In Hungary

The goal of teaching Chinese to foreigners as a second language is to cultivate students' ability to communicate in Chinese,so all teaching behaviors of teachers should serve this goal.As an important part of teaching behaviors,it should be the main goal to cultivate students' Chinese communicative ability.However,due to the lack of pre-class preparation,insufficient teaching experience,poor classroom adaptability,and differences among students,the teachers' immediately behaviors of asking questions during the class don't make effects they should make,that is,the questions are invalid.Effective questioning behavior is an effective teaching method to stimulate students' learning,improve the rate of students answering the questions and promote class progress.Therefore,how to make classroom questions more effective is a problem that new and old teachers need to solve together.Hungary is a special nation with a unique integrated culture.The hungarians of growing up in the culture have the personality of both eastern and western people,who don't have a lot of enthusiasm in Chinese classes and who are not so restrained like the east Asian students and are not willing to communicate,ask questions and express personal questions,so it needs teachers questioning to guide and drive more.Each year,the Confucius institute of Roland university in Hungary will have a group of new volunteer Chinese teachers and professional teachers.Due to the lack of understanding of the personality characteristics of the Hungarian students and the characteristics of the social adult classes of Roland Confucius institute,some problems may be encountered in the aspect of classroom questioning.Therefore,it is necessary to summarize and analyze the effective questioning and ineffective questioning behavior of the elementary comprehensive class in the Confucius institute of Roland university in Hungary.This paper collected and transcribed the classroom recording of 5 teachers in the elementary Chinese comprehensive class at the Confucius institute of Roland university in Hungary.On the basis of the research,the application of evaluation standard and effective classroom questioning about teaching Chinese to Chinese students,by analysing the teachers' classroom questioning behavior and reaction of students to question,classify effective and ineffective behavior and summarize characteristics of both.Finally,in combination with the practical situation of institute give practical advices.The first chapter of this paper explains the causes of the topic,ideas,methods and contents of this research.Chapter two makes a literature review on the types of questioning in class,the effectiveness of questioning,the strategies of questioning,the waiting time for questioning,the feedback of questioning,the comparative study of questioning,the questioning in specific countries and the effective questioning.The third chapter mainly expound the relevant theories and the criterion of validity.The fourth chapter mainly starts from the research on the application of evaluation criteria for effective classroom questions,classifies and explains the effective and invalid questions from three aspects:the way of asking questions,the content of the questions and the answers in class.On the basis of chapter four,chapter five puts forward some concrete Suggestions from the same three parties.Chapter 6 illustrates the deficiency and research direction of this paper in the future.