Research On The Current Situation Of Chinese Classroom Effective Questioning In Secondary Vocational Schools

Questioning in class as an indispensable part of the Chinese language classroom has a great influence on the efficiency of the classroom.Effective classroom questions can not only cultivate students’ divergent thinking,but also mobilize their enthusiasm for learning.According to data surveys in recent years,more and more scholars have researched “effective questions”,and there has been a steady increase in the number of studies.There is not a lot of research literature on effective questioning in Chinese language schools.In order to explore the status quo of effective questioning in the Chinese language classrooms of vocational schools,the author takes the Guangxi Transportation School as an example to further explore and study Chinese classes in the secondary vocational schools.This article takes effective questioning as an entry point,and mainly analyzes and discusses the effective questioning in the Chinese language class in five parts.The first part of this study is based on the collection of domestic and foreign experts and education scholars literature,based on a brief introduction of the issue,research status at home and abroad,research purposes and research significance,research trends in recent years on "effective questioning" Made a summary.The second part distinguishes the concept definition of key words such as “effective questioning”,“invalid questioning” and “effective questioning in the Chinese language classroom”,and introduces some theoretical foundations related to this research,such as Bruner’s “Discovery Learning Theory” and Rogers’ s "People-oriented learning theory" and so on.The third part is the key part of the thesis.After consulting a large number of literatures on the “effective questioning” criteria,the author developed a framework for evaluating the effective questioning of Chinese teachers in the classroom according to the five basic principles of effective questioning.Through the study and discussion with teachers and experts,the standard framework was revised,and a standard framework for evaluating effective questions in the Chinese language classroom was finally established.In the fourth part,the author took the Chinese classroom of Guangxi Transportation School as the research object.Using the developed evaluation criteria,the author used the classroom observation method and recording method to extract samples for data analysis and analysis,plus the issue and collection of student questionnaires.The conclusions drawn from the data.