Investigation And Strategic Research On The Current Situation Of Effective Questioning In Chinese Classroom Teaching In Senior High Schools

In the Chinese Curriculum Standards for Senior High Schools(2017),it is pointed out that students should get effective help and support from teachers.For example,teachers should design class problems to provide effective guidance for the class.Teachers should often share experiences and discuss the results.In the process of the gradual improvement of the new curriculum reform in our country,the Chinese teaching is also being reformed step by step,and the attention paid to the problem in the Chinese classes is gradually increasing.As a link between teachers and students,classroom questioning helps to achieve dialogue and communication between them.In the process of Chinese classroom teaching,the validity of questioning is directly related to classroom efficiency.In the current Chinese teaching process,inefficient and ineffective classroom questions often exist,which is a common problem faced by language educators.The solution to this problem is the focus of the current work of educators.This paper studies the effectiveness of classroom questioning in the process of Chinese classroom teaching in No.3 Senior Middle School of Yanji,and finds out some problems existing in the current Chinese classroom questioning,so as to provide some strategic help for the school's language teachers to improve the efficiency of Chinese teaching.This paper is divided into five chapters.The first chapter is the introduction,which mainly studies the current situation of the validity of classroom questioning of Chinese classes in the high school classrooms,discusses the reasons for the validity of classroom questioning,expounds the writing significance and research methods of this paper,and defines the corresponding concepts.The second chapter discusses the theoretical basi1s and measurement criteria of effective questioning of Chinese classes in the high school classrooms.It points out that its theoretical basis mainly includes three aspects:heuristic,dialogical and interactive.Its criteria are whether it can arouse students?thinking,whether it can promote students,development,and whether the questions raised can run through the classroom.The third chapter is to investigate the current situation of effective questioning of Chinese classes in the high school classrooms.It includes the investigation of teachers and students.The investigation of teachers mainly includes the ways,contents and evaluation of classroom questioning,and the investigation of students mainly includes classroom participation and active questioning.The fourth chapter is to discuss the current situation and existing problems of effective questioning of Chinese classes in the high school classrooms.This paper discusses the achievements of the school in effectively asking questions in Chinese classes,and then analyses and summarizes the problems of teachers and students.The fifth chapter discusses the effective strategies of effective questioning of Chinese classes in the high school classrooms.Starting from both teachers and students,the teachers should have a good grasp of the problems,make a careful evaluation of the students' questions and adjust the classroom atmosphere flexibly.Finally,it is the summary of this paper,which points out the shortcomings of this paper,and puts forward the future prospects.