A Comparative Study Of Novice Teachers And Skilled Teachers Asking Questions In Chinese As A Foreign Language

Questioning is an important part of classroom teaching.Whether a class is meaningful depends on the quality of questioning.Teachers can test students’ understanding of target new words or structures by asking questions,enhance students’ interaction in class,and promote students’ understandable output,so that students can truly master the verbal communication function of Chinese.Taking four novice teachers and four experienced teachers as examples,the author studied the effectiveness of questions,the strategies of questions,the diversity of questions,the anxiety of students after questions,the subjects of questions and the behavior after questions.The corpus was obtained through the classroom recording,and the following conclusions were drawn based on the analysis of questionnaire survey and after-class interview: 1.2.Novice teachers’ classroom questioning strategy lacks effectiveness;3.Novice teachers’ questions in class are relatively simple;4.The novice teacher’s behavior after classroom questions and feedback is mechanical;5.Novice teachers have a single subject to ask questions in class;6.When the novice teacher asks questions,the novice has a higher degree of anxiety.In view of the above problems,the author puts forward the following Suggestions: 1.2.Novice teachers should constantly improve their professional knowledge;3.Novice teachers should use gradual and progressive questions to induce the formation of small segments;4.Novice teachers should guide students to become the subject of classroom questions;The teaching management department should organize pre-job training for novice teachers.