Research On Effective Questioning In Senior Chinese Classroom From The Perspective Of New Curriculum Standard

Classroom questioning is the key link of classroom teaching.Effective classroom questioning can stimulate students' interest in learning and improve students' thinking ability.With the publication of the Chinese Curriculum Standards for Senior High Schools(2017 edition)(hereinafter referred to as the "new curriculum standard"),the implementation of "core literacy of Chinese subject" and "learning task group" has put forward higher requirements for the effectiveness of teachers' classroom questioning and the cultivation of students' problem awareness.Therefore,improving the effectiveness of teachers' questioning in Senior High School Chinese classroom is an important problem to be solved urgently at present.Question.This article is divided into five parts.The first part is the introduction,which mainly explains the background and significance of this topic,as well as the research ideas,research methods and theoretical basis of pedagogy and educational psychology.In addition,the research status of effective classroom questioning by domestic and foreign scholars is also introduced.The second part is an overview of effective questioning in senior high school Chinese classroom.Based on the existing research results of scholars and the author's own practical knowledge,the concept and main types of classroom questioning are summarized and summarized.At the same time,five criteria for judging the effectiveness of classroom questioning are put forward as the basis for the formulation of the observation scale and questionnaire in the next chapter.Part three mainly studies the current situation of Chinese classroom questioning in Zibo No.4 Middle School of Shandong Province through two empirical research methods:questionnaire survey and classroom observation.Through reliable survey data analysis,the main problems and the causes behind them are analyzed.Part ? is mainly aimed at the problems exposed by the Chinese classroom questioning in Zibo No.4 High School,and puts forward six targeted strategies to optimize the questioning,and elaborates on the feasible solutions in detail with the Chinese text of senior high school as an example,with a view to helping the front-line Chinese teachers of senior high school to enhance the validity of classroom questioning,and to fully implement the practical requirements of the new curriculum standard on the development of students' Chinese core literacy.Ask.The fifth part is the conclusion,which makes a comprehensive summary of the content of this paper,and prospects the specific implementation of the optimization strategy proposed in this paper in the future in the language classroom,hoping to bring some reference for the teaching of first-line language teachers,and provide some ideas and reference for the further research of later scholars.Improving the effectiveness of questioning in senior high school Chinese class is an important prerequisite and reliable means to develop students' core literacy of Chinese,promote teachers' professional development and achieve leap forward in the effect of Chinese teaching.It has high theoretical research value and practical value.If the vast number of front-line language teachers can actively break through this difficult point,they will have a vast space for great achievements on the road of teaching.