Analysis Of The Characteristics Of Primary School Music Classroom Teaching Quality Questioning Behavior

As the most commonly used teaching means of primary school music teachers,classroom questioning is applied to all aspects of primary school music class.It plays a significant role in examining students' learning situation,stimulating students' interest in learning,training students' language expression ability and enlightening students' thinking ability.But when we examine the current classroom teaching practice in primary music,it is not difficult to find that teachers' questions in primary school music teaching are lack of purpose and plan,the quantity and quality of questions are not carefully thought and prepared,and the teachers ignore the positive meaning and shadow of high quality classroom questions.And lack of theoretical basis for classroom questioning.As a primary and secondary school educators,while understanding theoretical problems,we should also observe the practical problems that need to be solved urgently in primary school music classroom teaching.In order to clarify and solve these problems,this paper will be studied from three parts: the first part is the introduction,combing the related research about the primary school music classroom questions at home and abroad and the development of classroom questioning,and determining the key,difficult and purpose of this paper.The second part of the previous national primary and secondary school music lessons as the research object,after consulting a large number of documents and comprehensive,the analysis of the teaching process of the music lessons presented in the review and selection of the previous national primary and secondary school music lessons,analysis from the teachers' questioning behavior,the dialogue between teachers and students,and so on.The characteristics and functions of teachers' classroom questioning,and how to design high quality classroom questions,help teachers improve their teaching ability.The third part analyzes the characteristics of questioning behavior in music classroom teaching,and puts forward strategies for questioning behaviors.From the relevant research,the following revelations are obtained: the teachers pay more attention to the diversity of the classroom,the interaction of the classroom teaching,the collectivism of the results display,and the subjectivity of the teaching and learning of the teachers and students.In particular,the students' knowledge conversion to the ability is mainly,the teaching of knowledge is supplemented,and the way of questioning is flexible.After the question,we should pay attention to the waiting time,including the first waiting time and the second waiting time;the teacher's feedback on the students' problem is mostly positive evaluation,and the teacher and the student are grasped in the classroom questions.We should control the amount of discourse appropriately,increase students' speaking volume appropriately,and ask questions in dialogue and questioning mode.In the process of asking questions,we should grasp the way of questioning,promote the good effect of the question,and take the teaching method and waiting time flexibly according to the problems of different levels.The purpose of this study is to think about the concept of music education,to discuss the educational beliefs,to focus on the multi-dimensional analysis of the behavior characteristics of high quality questions in primary school music teaching,and try to achieve theoretical guidance.From the realistic level,it will be more likely to go into the field of teaching field music teachers.It is a good teaching idea and a deep understanding process of teaching concept,which is also the practical significance of this study.