Research On The Unexpected Answers To Questions In Chinese Class

The non-expected answer is the boundary between the expected and the actual,the presupposition and the generation in the teaching process,and it is the new growth point of classroom teaching resources.The concept of non-expected answers provides a new perspective for better understanding and explaining the relationship between classroom presupposition and generation,and improves the theoretical system of classroom presupposition and generation.Through the full of openness,humanism and the diversity of the language classroom questioning is not looking forward to the answer,in the language classroom questioning of looking forward to answer this question thorough knowledge and understanding,can let the teacher to recognize the language classroom questioning china-africa expect answers necessity of existence and its teaching value,can be in the language classroom questioning is different types of the expected answer to judge and reasonable use,provide a basis for judgment in teachers' classroom generated,and then change the process of classroom teaching and the understanding of the relationship between teachers and students,etc,thus realize effective teaching and promote the teachers to develop students' creative thinking.Therefore,this study has important pedagogical value for Chinese teaching.This paper based on the theoretical research on the language classroom questioning of looking forward to answer,clear the language classroom questioning of the meaning and value of looking forward to answer,look for in a language classroom questioning of the answers are classified to explore,to provide reasonable use not looking forward to the value of the answer judgment basis,through the questionnaire survey,interviews,teachers reflect the problem summary of the language classroom questioning now encountered trouble not looking forward to answer,to explore the reasons,trying to put forward to break from the aspect of theory and implementation strategy level strategy.This paper is divided into six parts.Introduction and literature review,including the explanation of the reason for the selection of the paper,summarize,explain and reflect on the research materials related to the non-expected answers,in addition,put forward the research value and research ideas of this research.The first chapter explains the meaning,characteristics,causes and teaching values of the non-expected answers to Chinese classroom questions,and puts forward the correct attitude towards the dialectical understanding of the non-expected answers.The second chapter,the relationship between "collection" in the use of mathematical thinking in the language classroom questioning may not expect answers are classified,the set of teachers are looking forward to the answer as A,the set of students is not looking forward to the answer as B,according to the set B and whether there is A coincident intersection part of the language classroom is not looking forward to the answer can be divided into "intersect the answer","the answer","contains the answer" and "beyond the answer",and argues the part of the lesson.The third chapter analyzes the questionnaire survey of teachers and students to understand the current situation of the non-expected answers to Chinese classroom questions,and from the perspective of teachers and students to understand their common attitudes towards the non-expected answers to Chinese classroom questions,and summarizes the dilemma of the non-expected answers to Chinese classroom questions.The fourth chapter tries to find out the method of breaking through the dilemma of non-expected answers to Chinese classroom questions from the level of theory and implementation strategy,so as to make good use of the reasonable and useful parts of the non-expected answers to Chinese classroom questions in Chinese teaching.The last part is the conclusion,which summarizes the viewpoints and conclusions of this paper.Although there are still many deficiencies in the research,it is hoped that through this research,the non-expected answers in the class can be treated rationally,the Chinese class can be ideal,and teachers and students can live in the Chinese class poetically.