Class Questions:Deficiency And Breakthrough Of New Chinese Teacher Of Junior Middle School

As the new curriculum reform gradually enters the Sham Shui Po District,as the core of implementing the new curriculum reform,the junior middle school language teachers must actively update their concepts and promote their own teaching standards rapidly.As a result,novice teachers face their shortcomings,you need to find a faster way to be a breakthrough,so that their classroom teaching can keep up with the new curriculum requirements for teachers,to complete the role of self change.This dissertation firstly consults the related literature and literature,clarifies the relevant theories of the classroom questions,expounds the connotation,types,principles and the theoretical basis of the importance of the classroom questions,laying a foundation for the next research.In this paper,in the data collection,we use the clue of teaching throughout the teaching process-class questions as the starting point,and use Goode and Brophy's problem type detection coding table for the three junior high school language teachers representing the teacher's growth stage.Observe and then sort out and analyze the classroom records of the observed records,in order to draw a more scientific and accurate characteristics of the junior high school language classroom question.In combination with a random sample survey,we hope to clarify the understanding of classroom questions among students and teachers.Secondly,on the basis of absorbing domestic and foreign existing theories,combined with the data of the questionnaire survey and problem type coding table,the characteristics and deficiencies of classroom questions raised by novice teachers are analyzed and compared.The reasons for this phenomenon are summarized as follows:The lack of pre-prepared preparations,the unclear expression of teachers in the classroom,and the relative lack of skills and experience.Finally,based on the existing problems and the reasons for the formation,this paper proposes strategies to break the shortcomings of the junior Chinese language teachers who are new to the classroom,starting from the pre-definition,classroom processing,and after-class reflection,and helping the newer teachers to progress faster.