Research On The Validity Of Question And Answer In High School Chinese New Teachers' Class

Novice Chinese teachers are often prone to inefficient classrooms due to teaching methods and teaching experience.The students they teach generally have the characteristics of low written scores and weak verbal ability in the classroom.As the main carrier of the language classroom teaching activities,the classroom question and answer behavior can more clearly explore the problems existing in the teaching of novice teachers.This paper takes the high school Chinese novice teacher classroom question and answer behavior as the research content,and studies the effectiveness and improvement strategy of the high school Chinese classroom question and answer based on the three aspects of teachers,students and classroom Q&A.Data collection was conducted with the novice teachers of Qujing No.1 Middle School in Yunnan Province as the research object,including 3 classroom records,282 student questionnaires and 6 teacher interview volumes.Using literature research method,classroom observation method,questionnaire survey method,etc.to explore the current situation of the question and answer behavior of novice language teachers in the classroom,find out the problems they have in the classroom question and answer,and then explore the effective for the novice language teachers.Classroom Q&A behavior improvement strategy.The innovation of this paper lies in the following two aspects:First,the research object is identified as the high school novice language teacher.For the novice language teacher,usually only the open class can find their own problems,and the paper can be given to the novice language.Teachers make a reference,and some do not add to it;second,from the various aspects of the classroom Q&A to make more detailed statistics,and then put forward an effective classroom question and answer method and then conduct second-degree statistics,which makes the study more clear.The full text is divided into four parts:The first part is the introduction,including research background,research content,research significance,research status at home and abroad,relevant theoretical basis of research,and research methods and implementation ideas.The second part mainly analyzes and evaluates the classroom records of novice language teachers in Qilin No.l Middle School.Firstly,according to the included novice teachers and expert and teacher classroom text records,the statistics include the questions,the types of questions,the difficulty level of questions,the tone of the questions,the way of answering,the way to answer questions,and then the effective classroom questions and answers.Reference basis;Finally,the classroom statistics and the effective classroom Q&A reference are compared and evaluated.The third part mainly analyzes the current situation of the novice language teachers in Qujing No.1 Middle School and explores the improvement strategy.According to the research,the novice language teachers have many questions,the presupposition of the questions is not significant,the question type is single,the difficulty of the questions is low,and there is no slope;the waiting time,the lack of integrity,the single answer,the unreasonable answer,Students' subjectivity is not significant and other issues.Furthermore,a series of suggestions for questioning,waiting,answering,answering,and student subjectivity are proposed.The fourth part is the conclusion,which is a summary of the full text,including the conclusions,inadequacies and innovations of the research.The appendix is mainly about classroom recordings,student survey volumes,and teacher interview volumes.