Research On Questioning And Answering Strategies In Chinese Teaching

With the development of the international promotion of Chinese and the trend of overseas younger students,the Country-Specific research that teaches principles and skills has attracted scholar's attention.Questioning and answering are two common teaching behaviors and the basic method of language training.Efficient question can encourage students to think.Student's answer can reflect the quality of teaching.It is crucial that teacher scientific and cleverly guides when students meet difficult.Based on the current situation of Chinese teaching in South Korea,this article summarizes the teaching research about the characteristics of Korean primary school students through practice,questionnaires,and recordings in class.It aims to enrich Country-Specific research on questioning and guiding.I hope I can give some advice to Chinese teachers in overseas primary schools,master questioning and guiding art and improve the teaching.This article is divided into six partsThe first part is the introduction,which introduces the research purpose,significance,current situation at home and abroad,and the research content and methods.The second part is the present situation of Korean primary school Chinese teaching which analyzes from three aspects:teaching mode,teacher and textbook.The third part combines the previous literature research and classroom observation to describe the psychological and physiological characteristics,motivation of learning Chinese and the learning strategies about south Korean primary school students.The fourth part put forward four question principles that include understanding student and real-time regulation;strictly control and pay attention to the return;being close to life and enhance interest;encourage students a lot and appropriately rewards.According to the characteristics of Korean primary school students.It introduces eight kinds of questioning skill about vocabulary,drills and points out some problems and also put forward corresponding solution strategy.The fifth part puts forward four guiding principles on the basis of students'characteristics:active guidance and prompt introduction;Know the crux of the problem,and solve it with a purpose;follow the principle of gradual improvement,decompose difficulty;Encourage and encourage at the same time.Based on the characteristics ofChinese and the Korean students,the author give four Suggestions:clue,morpheme meaning,singing and harmonic tone.Also adopted some principles on conducting a sentence,repeat a question or key words,gestures and so on.Every skills has investigated and analyzed,then summarized the usage of each skills and teachers feeling when them used it.I want to give some advice and help Chinese teachers in South Korea.The sixth part is the conclusion,which summarizes the main viewpoints and conclusions of the thesis,and points out the shortcomings of the article,as well as the author's expectation for the follow-up study.The author looked up some previous studies on teaching and found that the study on Chinese teaching in elementary schools was very short.Based on the statistics of 2017,we found that the rate is as high as 70%in Korean elementary schools Chinese courses.In the light of Chinese teaching in South Korea,we focus on principle and skills of questioning and guiding,proposing some corresponding techniques and suggestions,through the analysis of domestic and foreign children's second language research,questioning research,guiding,elementary students characteristics.We adopt some ways such as literature research,questionnaire,recording,interview,classroom observation.Finally,we hope to provide some useful references for Chinese teachers in South Korea,and make further efforts on the research and development of foreign language questions and guidance teaching.