A Study Of Eeffective Questioning Strategies In Chinese Classroom In Rural Senior Middle Schools

As an important part,classroom questioning is an important mean of communication between teachers and students.students can or not actively participate in teaching activities,effective and efficient completion of the learning objectives,reasonable arrangement of the classroom questioning is particularly important.But in the actual teaching,there exists a large number of ineffective and inefficient questions 'phenomenon,which make students learn confused.teachers are confused with how to get out of this predicament too,this is a serious problem for most of the current education.The purpose of this paper is to improve the teachers' teaching level,improve the quality of teaching for the purpose of the third middle school of Qinan County.The teachers were investigated,through the research on the rural middle school Chinese classroom teaching effective questioning strategies,trying to improve their teaching level,also hope to provide some reference value for the rural questioning strategies of Chinese teachers.This paper is divided into five parts,the first part is the introduction,including the problem,purpose and significance of the study,the definition of core concepts,literature review,research ideas and methods;expounds the theoretical basis of effective questioning in senior Chinese classroom.The second part of the analysis,the characteristic and function of teaching;the third part presents rural high school language classroom effective.according to Survey and analysis of the fourth part,ask;through the questionnaire survey result analysis,supplemented by the results of classroom observation and interview,the third senior high school of Qinan Chinese classroom questions and combed the reasons.The main problem is:to regard the "right to ask for the heuristic teaching;the number of questions,the lack of effective questioning level.Too easy or too difficult;from the characteristics of the answer,the answer is too single;teachers only pay attention to presupposition and ignore the students answer;classroom questioning ignore students' psychological;students to participate in classroom questioning and narrow face appeared inequality;a waiting time is too short;teachers lack of effective teacher feedback Many students ask questions and less.The fifth part:in view of the existing problems,puts forward improvement strategies of rural high school language classroom effective questions.The main strategies are put forward:firstly,the requirement for teachers.Secondly,for students.