A Comparative Study Of Questions In The Practice Classes Of The Chinese And Non-Chinese Classes Of The Duke Study In China

Classroom questioning is the most commonly used teaching method for teachers in language teaching and an important part of language teaching.Extensive practice through classroom questioning is a feature of various Chinese summer programs,including Duke Study in China(DSIC).However,the research on the Chinese group of Chinese students in the summer Chinese program has not yet started.Therefore,this thesis will make a comparative analysis of classroom questions in the practice classes of the Chinese and non-Chinese classes of the Duke University Chinese Summer Program(DSIC)in China.This topic has important research significance.This article takes the third grade Chinese class and the third grade non-Chinese class of the Duke Study in China((DSIC)in 2019 as the research objects,based on the practice lesson plans,teaching videos and teacher interviews,using quantitative analysis and interview research Methods,from the theoretical and practical levels,the questions of the Chinese class and non-Chinese class practice classes in this project were investigated and analyzed.This article is divided into six chapters.The first chapter is an introduction,which expounds the significance of this article,research design and literature review.The second chapter compares and analyzes the question types of the Chinese-American class and the non-Chinese-American class.This chapter starts the analysis based on the lesson plans of the practice class.This chapter categorizes the questions in the classroom from the perspective of content and characteristics.It is found that the types of questions in the two classes are mainly display questions and supplementary reference questions;they are mainly specific questions,supplemented by right and wrong,supplement Ask and omit to supplement.The third chapter compares and analyzes the questioning characteristics of the Chinese class and the non-Chinese class.This chapter is also based on the practice lesson plans.This chapter discusses the characteristics of questioning from two perspectives of form and culture.According to research,the questioning characteristics of the two classes are mostly 10-20 words in sentence length,but the length of the questioning sentence of the Chinese class is generally longer than that of the non-Chinese class.In terms of culture,the Chinese class involves more cultural content than the non-Chinese class.The fourth chapter is a comparative analysis of the questioning strategies of the Chinese class and the non-Chinese class.This chapter is based on the teaching videos of the two classes.It is found that both classes tend to use the assigned answer allocation strategy,and the two classes There are large differences in questioning skills.Chinese classes use transfer more often,and non-Chinese classes use incentives more often.The fifth chapter is the research results and teaching inspiration.Based on the results of the above research,this chapter summarizes the similarities and differences between the two classes in asking questions in the classroom,and analyzes the reasons for the differences,providing some reference suggestions for the subsequent teaching.The sixth chapter is the conclusion,pointing out the limitations and prospects of this article.