A Study Of Classroom Questioning Skills For Primary School Chinese Teachers

Classroom questioning as a bridge between teachers and students is an indispensable teaching skill for teachers.The use of classroom questioning skills is the key to effective questioning by teachers and an important means to promote student development.It is of great significance for improving the classroom effect of Chinese,promoting the development of professional skills of teachers,enhancing the ability of students to ask questions,and enhancing the interaction between teachers and students.However,there are still some improper questions from some primary school Chinese teachers in the classroom,which causes students to have some obstacles in answering questions.This requires teachers to master certain skills in limited classroom time.This study focuses on the use of classroom questioning skills by primary school Chinese teachers.Based on Wang Duqin's questioning strategy,the classroom questioning skills of primary school Chinese teachers are summarized and summarized into four categories,namely,preparation skills,selection skills,control skills,and evaluation skills.This article adopts classroom observation method,questionnaire survey method and interview method to outline the current situation of primary school Chinese teachers' classroom questioning skills from five aspects:primary school Chinese teachers' understanding of classroom questioning,preparation skills,selection skills,control skills and evaluation skills.,Study and analyze its existing advantages and problems,and based on the analysis of problems and causes,put forward strategies to solve problems.In this study,Chinese teachers in four primary schools in Changsha City were selected as the research objects.The results of the study show that Chinese language teachers in elementary schools have properly used some of the classroom questioning techniques.Among them,the evaluation techniques have the best effect;but there are also some problems with the use of techniques.The problems are mainly reflected in three aspects: the teacher lacks presets in the preparation of skills,and the design is unreasonable;in the selection of skills,the students' awareness of the problem is weak,and the teacher's question content is simplified;in terms of control skills,the teacher ignores the students' There is no level in subject status,and there is no method guidance for students to ask questions.At the same time,the main reasons were analyzed.The reasons were: insufficient teacher system learning and insufficient knowledge of classroom questioning;weak teacher-student interaction concepts and insufficient understanding of the significance of classroom questioning;weak professional development awareness of teachers and questions in the classroom The reflection of skills is not enough;school training and guidance are not enough,and teachers' growth environment is not good.Aiming at the problems and the reasonsfor the formation,suggestions for improving the use of classroom questioning skills in primary school Chinese teachers are proposed.Such as: continuous summary and improvement,master the various aspects of classroom questioning skills;strengthen learning,consolidate the basic skills of classroom questioning skills;carry out targeted training,and guide teachers to continue to grow.This article has conducted in-depth and meticulous research on the use of classroom questioning skills of primary school Chinese teachers.It has not only tested the application effect of classroom questioning skills of primary school Chinese teachers,but also made useful supplements for the improvement of classroom questioning skills of primary school Chinese teachers.It has practical significance.It is hoped that this research can provide some help for the improvement of classroom teaching skills of primary school Chinese teachers.