A Case Study On Classroom Questioning Of Expert Teachers And Novice Teachers Of Chinese In Primary Schools

Classroom questioning occupy the important position in the elementary school language classroom,to stimulate students' thinking,promote the improvement of students' thinking ability,also can cultivate students explore independently,the ability of independent thinking,the exchanges and cooperation and so on various aspects have an indispensable role in imparting knowledge mainly through dialogue between teachers and students,and in the language lesson teacher class is by asking questions to induce students to solve the problem,promote the students' learning enthusiasm,improve teaching efficiency,teachers' questions in the process of teaching ability of high and low,directly or indirectly affect the efficiency and quality of classroom teaching.Improve the level of teachers' classroom questioning,therefore,is education,the researchers to focus on the priority of this study in the classroom teaching classroom questions as a starting point,through the difference between expert teachers and novice teachers compared to find the characteristics of the expert teachers classroom questioning,the correct understanding of elementary school teachers' classroom questioning behavior norms,new type for the primary school teacher provides professional development basis,and find a new type of teachers in classroom questioning not appropriate place,to promote novice teacher's professional development.The expert teachers and novice teachers selected a,based on the observation of the two types of teachers' classroom questioning behavior,the records of the results of observation,classification,comparison and analysis,in classroom questioning type,called a way,wait a time,four dimensions are compared,and observe the feedback way by observing scale to record,Then the interview method was used to assist the investigation,the two teachers in classroom questioning to the attention of a degree before and after class,to explore the different of two types of teachers' classroom questioning.It is found that for novice teachers,the questions raised by expert teachers are more high-level and of higher quality.Each question has its own value,and it can also give students an appropriate waiting time,make targeted comments on students' answers,and provide timely and accurate feedback.It is concluded from the research that the characteristics of primary school Chinese expert teachers' classroom questioning are as follows :1.the types are rich,and the emphasis is on the cultivation of students' deep cognition;2.appropriate time to ensure students to think fully;3.to encourage students to participate in the whole process;4.timely feedback and targeted evaluation.The problems of primary school Chinese novice teachers' classroom questions are as follows :1.the quality of classroom questions is not high;2.Arrange waiting time according to the type of questions;3.call to answer the object concentration,call to answer a single way;4.unscientific questions and feedback.On this basis,it is concluded that the improvement strategies of primary school Chinese novice teachers' classroom questioning are as follows :1.novice teachers' classroom questioning should improve the quality of questions as much as possible;2.the subjects of classroom questions should be the majority;3.Chinese teachers should be flexible in the way and quantity of questions they ask in class;4.students should make targeted evaluation after answering;5.classroom questions should be designed according to the characteristics of the subject;6.novice teachers should observe the excellent teachers' classes.