A Study On Classroom Questioning Of Primary School Chinese Teachers Under The Concept Of Inclusive Education

Classroom questioning is the communication and interaction between teachers and students on the basis of equality.It is an important teaching method for teachers to understand students' learning status,guide students to think positively,and promote students' cognitive development.Whether teachers ask questions in class is fair directly affects the teaching effect.Fair classroom questions from teachers can not only enable each student to gain knowledge in the learning process,but also promote the development of each student's individual potential and realize the educational value.But it is a pity that in the elementary school language classroom,teacher questions unfair phenomenon exists generally,teachers in questions are more likely to choose their favorite students,these students for more excellent performance and good family background,disposition lively open and bright strong logical thinking of students,and those students with relatively poor academic performance,introverted quietness,unsatisfactory family conditions,and weak learning ability are often the objects of neglect in the classroom and are not treated equally.Inclusive education coincides with the idea of educational fairness,which "accepts all students,pays attention to the participation of all students,and opposes discrimination and exclusion",and provides new ideas for the fairness of classroom questions.This study attempts to conduct an in-depth study of classroom questioning of Chinese language teachers in primary schools from the perspective of inclusive education,in order to improve the phenomenon of inequality in teacher classroom questioning,some students being ignored,and marginalization outside the classroom.This study consists of six parts:The first part,introduction.The reasons for the topic selection,the significance ofthe research,and the research status of experts at home and abroad are expounded;the concepts involved in the research are defined,and the theoretical basis and research design of the research are proposed.The second part is the starting point of classroom questioning of Chinese teachers in primary schools under the concept of inclusive education.The purpose of this part is to build an intrinsic connection between the inclusive education concept and classroom questions of primary school Chinese teachers.Introduced the development and development process of inclusive education,the core concept of inclusive education and the evaluation principles for classroom questions of primary school Chinese teachers based on the core concept of inclusive education.The third part is the status quo analysis.In this part,the author gives inclusive education the core concept of “focusing on equality,respecting differences,and promoting participation and cooperation”,and uses classroom observation and interview methods to determine whether teachers 'classroom questions are“ equal treatment ”,“ different treatment ”,and“ participating in cooperative ”.In the fourth part,the existing problems are found that teachers' questions in class do not treat all students equally.Teachers' questions in class fail to respect students' differences and the special needs of some students;Students' participation in cooperation is poor when asking questions in class.The fifth part is the cause analysis.Primary school Chinese teachers 'questioning in the classroom is unfair,and some students are ignored and marginalized mainly including teachers,students,and schools.Teachers: teachers 'inclusive education concept is seriously lacking,teachers' inclusive teaching ability is insufficient,with utilitarian values,efficiency-oriented teaching and prejudiced students 'views;students:including individual differences among students,students Excessive obedience to teacher authority and wrong competition view among students;School aspect:Insufficient training of teachers' inclusive education concepts,scores in the teacher evaluation mechanism are supreme,class size is too large,and high-quality teachers are lacking.The sixth part,improvement suggestions.The proposal also includes teachers,students,and schools.Teachers: practice-based improvement of teachers 'inclusive education literacy,establishing correct values and student views,and reflecting on the inclusive effects of classroom questions;students: actively strive for classrooms,establish rights awareness,and form correct The concept of competition and cooperation;school: strengthen the training of teachers' inclusive education concept,improve the inclusive teacher evaluation mechanism,reduce the size of the class,and attach importance to the introduction and training of high-quality teachers.