Study On The Effectiveness Of Questioning In Junior Middle School Chinese Classroom

Classroom questioning is the main teaching method for teachers,which can stimulate students' curiosity and promote students to ask questions and take the initiative to think.The effectiveness of classroom questioning is related to the quality of teaching,and it is closely related to whether the classroom questioning is standardized,the design is scientific,and the expression is perfect.This paper mainly studies the effectiveness of junior middle school Chinese teachers' classroom questioning.Based on the current situation of junior middle school Chinese classroom questions,it mainly adopts the literature research method,investigation research method and observation research method.Through research on predecessors' Chinese language questioning,entering the front-line Chinese classroom to observe the lecture records,and surveying junior middle school Chinese teachers and students,it is found that there are too many questions,single questioning forms,and easy questions difficulty setting is not reasonable,the timing of questions is inappropriate,and the language of questions is complicated.By sorting and analyzing the problems found in front-line junior middle school Chinese classroom questions,classroom questions can be divided into three dimensions:form,design,and expression.Combining scientific design of "Compulsory Education Curriculum Standards(2011 Edition)" to design classroom questioning,and to explore strategies to improve the effectiveness of classroom questioning from these three dimensions: precisely design the main question,increase the form of classroom questioning,regulate the difficulty of classroom questioning,control timing of classroom questions,concise and efficient language.The study of the effectiveness of junior middle school Chinese classroom questioning aims to improve the quality of junior middle school Chinese teaching and provide reference suggestions for front-line Chinese teachers.