Research On The Optimization Strategy Of Questions In Middle School Chinese Class

Classroom questions play a crucial role in the classroom process,is the key factor to determine whether students have a thorough grasp of the knowledge points,whether students are interested in learning Chinese.Therefore,it is of great value to optimize the classroom questioning of Chinese teachers.Through the investigation of different grades in three different junior middle schools in a city,the author made an understanding of the current situation of front-line teachers and consulted relevant literature and books,and drew the following conclusions: the main problems of Chinese classroom questioning in junior middle schools lie in unscientific question design,diverse question forms and unreasonable question evaluation.The reasons for these problems may be that the teachers’ reading ability is weak,the form of questioning is simple,and the evaluation language is generalized.Therefore,based on the results of the actual survey and the previous research,this paper believes that the optimization of teachers’ classroom questions should not be limited to the questions in class,and that the question design before class,the question throwing in class and even the teaching reflection after class should be included in the classroom questions.According to this,the optimization strategy is as follows: the preparation of questions should be sufficient,to grasp the studiousness;Ask the Angle should be rich,design the question from many aspects;The form of the question to be clever,the timing,the way to grasp;The evaluation method,content and Angle of questioning should be diversified.The purpose of optimizing classroom questions is to better discuss how to achieve teaching objectives,how to improve classroom efficiency,and how to make students learn to think.The strategies of optimizing classroom questioning in this paper only provide a little advice to teachers in the front line,hoping to provide help to teachers in the front line.