The Action Research On Optimization Of Classroom Questioning In Primary School Chinese Teaching

Basic education Curriculum reform in China has experienced more than ten years and has been to the reform of the Deepwater Area.As a programmatic document of The National Medium and Long-Term Plan for Education Reform and Development(2010-2020)in the "development tasks" clearly pointed out that improve the effectiveness of classroom teaching,the ideal curriculum goal needs to be achieved through creative practice of classroom.Japanese educator Sai Kihiro said,"the question is the lifeline of teaching".The improvement of classroom teaching quality and the realization of students' efficient learning are focused on classroom questioning.Classroom questioning,as an essential part of the teaching process,is an integral part of classroom teaching.Therefore,this study tries to set up a bridge between the new idea and the concrete implementation process by optimizing the questioning in primary school Chinese class.This not only has certain significance to enrich the theory of class teaching,improve teaching methods,but also has certain practical significance to enhance classroom effectiveness,promote the development of basic education curriculum reform and the transformation of classroom teaching and cultivating students' key competencies.This study summarizes the relevant literature at home and abroad,and summarizes the classification and function of classroom.On this study,the researcher selected F teachers with rich teaching experience and innovative consciousness as the research object of cooperative action,and studied the action of optimizing classroom questioning in their classes.Through classroom observation and interviews to determine the status of the classroom teaching questions and problems,combined with The Cognitive Domain and The Affective Domain in Theory of Bloom's Taxonomy of Educational Objectives started the cycle of action research.Each spiral cycle includes four basic stages of planning,action,observation and reflection.In the first round of action research,the researcher conducted classroom questioning design on the six levels of The Cognitive Domain and F teacher in view of the present situation of Classroom Questioning in this class.It was applied toclassroom teaching,and the specific implementation was carried out and the action effect was observed.In the second round of action research,based on the previous actions,the researcher studied the existing problems and teaching effects,and further optimized and integrated the classroom questioning from the five levels of The Affective Domain with F teachers.From the three aspects of creating a good classroom dialogue atmosphere,reserving sufficient thinking time and providing good teaching feedback,students can really participate in the Chinese classroom teaching.Through the first two rounds of questioning the continuous optimization,F teachers' The Cognitive Domain and The Affective Domain of classroom questioning has a deep understanding,the classroom is also being gradually changed.In the third round of action research,researchers attempted to propose the basic framework of "learn-to-querys" classroom,which aimed at promoting the development of students' thinking competency.On the basis of F teacher in the classroom practice and improvement,and through to the student questionnaires,student interviews and in-depth interviews with F teachers were conducted to understand the improvement effects of this round of action research.Through three rounds of action research,this study suggests that the concept of questioning is a prerequisite for transformation of teacher questioning;Action research is an effective way to promote teachers' professional development;cultivating students' key competencies is the final destination of the classroom questioning.Finally,the researcher puts forward some optimization suggestions from three aspects of the teachers' change,the students' change and the classroom teaching'change.That is,to optimize the structure of classroom questioning through the reasonable location of teaching target;to determine the classroom questioning Students' subject status through the change of teachers' questioning concepts;to stimulate students' self-questioning through the change of students' learning styles.