Research On The Optimization Strategy Of Questioning In The Junior Middle School Chinese Classroom

Classroom questioning is an important part in the process of classroom teaching and an important bridge for teachers and students to communicate.Classroom questioning is related to the common development of teaching efficiency and students,so classroom questioning is particularly important.And with the new round of curriculum reform,classroom teaching is still the main place in the process of education.In order to promote the improvement of students’ comprehensive quality,classroom questioning is still the focus of attention.It can be said that every class can not be without classroom questioning,if teachers can make full use of classroom questioning,not only can improve classroom efficiency,but also stimulate students’ interest in learning.Therefore,Chinese classroom questioning still plays an important role in Chinese classroom.Therefore,this study selected Chinese teachers and students from different grades of a junior middle school as the research object,focusing on the classroom of junior middle school Chinese,mainly through literature research,case analysis,classroom observation,interview method to make a new exploration of junior middle school Chinese classroom questions.The first part of this paper is an overview of junior middle school Chinese classroom questions.This part mainly discusses the theoretical basis of junior middle school Chinese classroom questioning from three aspects: discovery learning theory,constructivism learning theory and multiple intelligences theory,and discusses the principles to be followed in junior middle school Chinese classroom questioning,which mainly includes humanism,instrumental,enlightening and hierarchical.The second part of this paper is the current situation of Chinese classroom questioning in junior middle school and the reasons for the problems.Through the analysis of the results of teacher interview and classroom observation,it is concluded that there are still some problems such as the improper number of questions,the difficulty and difficulty of asking questions,the monotonous way of asking questions and the lack of rational answers.The main reasons for the problems in Chinese classroom questioning in junior high school are as follows: for teachers,lack of proper guidance,lack of core problem concept;for students,lack of initiative in learning;and the guidance of examination-oriented education,which is the problem that classroom questioning teaching needs to solve.The third part of this paper is the optimization suggestion of junior middle school Chinese classroom questioning.They are to distinguish the level of problems,avoid invalid problems;enrich the method of asking questions,choose the right time;pay attention to the stage of answering,improve the quality of feedback.The research on the optimizationstrategy of Chinese classroom questioning in junior middle school aims to make a more detailed study on the Chinese classroom questioning in junior middle school,which plays an important role in the improvement of classroom efficiency,and hopes to play an important role in the teaching of Chinese teachers in junior middle school.