Research On The Status Quo And Countermeasures Of Chinese Classroom Questioning In Junior High School

Classroom questioning is the main component of the classroom teaching process,the main form of classroom activities,and the main means and method for the classroom process to carry out the classroom process.Whether teachers can properly ask questions in class and be good at setting up questions and mastering moderate and moderate questioning methods in classroom teaching plays a vital role in improving classroom efficiency.Through the investigation of the teachers and students of three different grades in three different quality schools,the current situation of the Chinese language classroom questions in junior high school is understood,and the related literatures are read and sorted out.It is concluded that “the junior middle school Chinese classroom teaching process is worthy of attention.The problem is that there are many questions,not precise,the main problem is not prominent,the lack of pertinence,the timing of the question cannot be grasped,and the problem mode is single.The reasons for these problems may be related to teachers' inadequate pre-school questions,lack of after-school reflections and lack of teaching wit,as well as school-based test scores and neglect of teacher skills training.Based on this,the author refers to the research status at home and abroad and analyzes the actual survey results,and proposes an improvement strategy.Combining the specific texts of the Chinese language subjects in the junior middle school,enriching the classroom questioning methods,scientifically grasping the questioning dimensions,strengthening the "main problem" questions,and optimizing the "auxiliary questions" questions,aiming at more in-depth study of junior high school language classroom questions.The current situation and countermeasures of junior high school Chinese classroom questioning provide important reference for serving classroom teaching,achieving teaching goals and improving classroom efficiency.I hope this research can provide some help for first-line language teachers in teaching.