A Study On The Effectiveness Of Questioning In Primary Chinese Class

Effective classroom questioning is the basis of Optimizing Teachers' classroom teaching process and improving the quality of classroom teaching.Any question that fails to meet the requirements will cause inefficiency in the classroom.Different from other subjects and the characteristics of primary school students,primary school Chinese classroom questioning teaching is particularly important.Although most teachers can realize the important role of Classroom Questioning in education and teaching,there are still some problems to be solved,a series of problems will affect the effectiveness of Classroom Questioning in primary school Chinese.Therefore,this study studies the effectiveness of Chinese Classroom Questioning in primary schools,so as to propose corresponding solutions to improve the effectiveness of Chinese Classroom Questioning in primary schools.This paper includes five parts.Chapter 1: introduction.In this chapter,five aspects are elaborated,including question raising,research purpose and content,literature review and research significance,research methods and research ideas,which lay the foundation for the effectiveness of Classroom Questioning in primary school Chinese.Chapter 2: theoretical research on the effectiveness of Classroom Questioning in primary school Chinese.Based on the purpose and principle of Chinese Classroom Questioning in primary school and four theories,this chapter constructs the standards of validity of Chinese Classroom Questioning in primary school,which are the standards of questioning content,questioning process and method,and student development.These three standards provide theoretical basis for the following classroom observation.Chapter 3: the standard construction of the effectiveness of Classroom Questioning in primary school Chinese.Based on the purpose and principle of Chinese Classroom Questioning in primary school,and based on the cognitive learning theory,humanistic learning theory,constructivism learning theory and teacher-student interaction theory,this chapter constructs the criteria for the effectiveness of Chinese Classroom Questioning in primary school,namely,thecriteria for question content,the criteria for question process and method,and the criteria for student development.These three criteria are the author's follow-up Classroom observation provides a theoretical basis.Chapter 4: the analysis of the effectiveness of Classroom Questioning in primary school Chinese.In this chapter,based on the actual situation,using the criteria of validity of Classroom Questioning in primary school Chinese,the author puts forward some questions,such as the content of classroom questioning is not appropriate,the way of questioning is not flexible,the timing of questioning is not appropriate,the teacher's answer is not reasonable,and the development of students is not obvious,and analyzes the reasons for the questions,such as the lack of classroom questioning training,the lag of teaching concept,the lack of classroom questioning skills There are four reasons for poor classroom questioning and reflection.Chapter 5: strategies to improve the effectiveness of Classroom Questioning in primary school Chinese.In this chapter,based on the status quo,aiming at the existing problems,we put forward four countermeasures and suggestions,which are to strengthen the special training of classroom questioning,change the traditional educational teaching concept,optimize the basic skills of classroom questioning,and reflect on Classroom Questioning in time,in order to provide help.