Research On The Realization Of Teachers’ Expectation Of Asking Questions In TCFL Class

Efficient questioning not only allows students to actively participate in the class and stimulate their enthusiasm for expression,but also can strengthen the classroom interaction between teachers and students,promote the harmonious development of teacher-student relationship,and create a good classroom teaching atmosphere.However,in Chinese teaching,it is found that for the same question,different students have different results.Some students’ feedback meets the teacher’s questioning expectations,and some feedback does not meet the teacher’s questioning expectations.How to ask questions to make the students’ feedback consistent with the teacher’s expectations?What questioning strategies should teachers adopt for students of different levels? These are the main issues discussed in this article.The main purpose of this article is to understand the current situation of teachers’ questioning in Chinese as a foreign language,and to find out the factors that affect the expected results of teachers’ questioning.Combining relevant data and interviews,find out the problems that teachers have when asking questions,analyze the relevant factors that affect the expected realization,and summarize the questioning methods with better expected realization results,and give feasible questioning strategies and teaching suggestions to avoid invalidity as much as possible Ask a question.Research how teachers should ask questions in different situations,which questioning methods can achieve the expected results of teachers,improve teachers’ insight into classroom questions,understand students’ thoughts when answering questions,and summarize the content and difficulty of students’ questions in classroom And teachers’ feedback suggestions,so that teachers have excellent questioning awareness and ability.This article mainly uses classroom observations to record students’ feedbacks that are expected to be well-achieved and the expected poorly achieved problems,combined with related theories to analyze the reasons for the poor expected realization,so as to further strengthen the expected high-achieving questions and improve The effect of questioning in class.Observe which way the teacher can better help the students when the students’ answers fail to meet expectations,and trigger students’ thinking.At the same time,it also includes what kind of hints and help the teacher needs to give when the student is unable to answer,which can not only not affect the selfconfidence of the student,but also allows the student to speak and be willing to speak,creating a good teaching atmosphere,so as to achieve the teacher’s expectation the goal.Classroom observation,video transcript,interview,COLT Scale for Classroom Observation of Chinese as a Foreign Language,Flanders’ s interactive analysis system of speech acts between teachers and students in classroom teaching,as well as Lu Zhengzhi and Hong Songzhou’s(2010)Evaluation Criteriesfor Effective Classroom Questions.The classroom questioning is analyzed and summarized from six dimensions,including the preset of questioning,the way of questioning,the content of questioning,the way of answering questions,the effect of questioning and after-class reflection,which are the main tools and analysis basis for the data output of this research.This paper analyzes several ways of asking questions that are expected to achieve better results,including repeated emphasis,using media language,providing key words and target structure,questioning,and providing explanations.With the help of these forms of asking questions,students can easily reach the expected goal of teachers.In contrast,there are also questions that are expected to achieve poorly,including lengthy questions,too broad questions,incoherent questions,lack of context creation,etc.In these cases,students’ answers are not ideal,unable to meet the expected requirements of teachers.The main factors affecting teachers’ expectation of asking questions include: the clarity of the question,the pertinence of the question,the logic and cohesion of the question,the existence and rationality of the context creation,and the teachers’ cognition and judgment of the students,all of which are important factors affecting the realization of teachers’ expectation.By analyzing the way of asking questions and the factors that affect the realization of expectations,several measures to improve the realization of expectations are summarized,including clear expression of questions,coherent and systematic design of questions,the design of questions in accordance with students’ situations,real and effective context construction,and reasonable and effective question-type feedback,etc.Through these measures,it is helpful for teachers to guide students,stimulate students’ enthusiasm to participate in the class,improve the teaching quality,so as to achieve the expected goal of teachers’ questioning.