Research On Effective Questioning Strategies In Junior Middle School Chinese Classroom Based On PBL

In the 1960s,Howard Barrows,a professor of neurology in the United States,created a new pedagogy called”PBL"(problem-based learning),which means"question-oriented learning"in Chinese.It is difficult to change the status quo of students to"learn to use",emphasizing the guidance of real and non-prescriptive problems,and acquiring knowledge and mastering skills thromedical ugh independent research and cooperative learning.PBL was originally born in the field.Due to its advanced educational philosophy and scientific operation process,PBL has achieved good teaching results in the medical field and quickly spread to other fields.PBL emphasizes the subjective status of students and pays attention to cooperative inquiry.It is consistent with the basic concept of China's Compulsory Education Chinese Curriculum Standards(2011 Edition).Therefore,scholars engaged in Chinese language teaching and research work are cited in Chinese teaching,and in actual teaching.According to the differences in the nature of the discipline,adjustments are made to adapt to the disciplinary characteristics of the language.The reason why the teaching effect of Chinese has been widely concerned is that language is a discipline with the unity of instrumentality and humanity,and it runs through the entire learning life of students and plays an important role in the growth and development of everyone.Since the reform of the new curriculum,many front-line teachers have responded to reform and active innovation,but there are also many problems.This paper chooses the low efficiency of classroom questioning.By participating in the actual classroom observation and summary record,based on the analysis of the cause,combined with the PBL teaching method to give a corresponding solution to the inspiration of improving classroom questioning eflficiency,in order to achieve classroom teaching effect.Effective improvement.Combining PBL with language classroom questions,the most immediate benefit is to help solve the current situation of inefficient classroom questions.In addition,it provides opportunities for students to actively participate in academic activities,which is conducive to cultivating students'ability to apply what they have learned.The thesis discusses the connotation of PBL teaching method and effective questioning,the theoretical basis of effective questioning based on PBL,the current inefficiency of current junior high school language classroom questioning,the application of PBL teaching method in classroom questioning and the strategy of effective questioning.The literature search method,classroom observation method and case analysis method were used to study the application of PBL in junior high school language classroom questions.And based on the previous research,the countermeasures are given in a targeted manner.It is intended to encourage more teachers engaged in Chinese education and teaching to try to combine PBL with classroom teaching by introducing the theoretical knowledge and practical effects of PBL teaching method,gradually exerting its unique advantages and constantly striving to create a good teaching effect.