Research On The Effectiveness Of Classroom Questioning In Primary School Chinese Reading Teaching

The 2011 edition Chinese curriculum standard of compulsory education clearly states that the Chinese curriculum undertakes the responsibility of cultivating students’ language ability and improving their comprehensive quality.As an important way to develop students’ Chinese literacy and literary accomplishment,primary school Chinese curriculum plays an important role in China’s basic education.Reading teaching,as an important part of primary school Chinese curriculum,has absorbed the excellent traditional culture of China and foreign countries in all time,and is the main channel to comprehensively improve students’ Chinese literacy.The curriculum standards clearly stipulate the reading mode,reading ability,reading style,reading quantity and reading habits of students in compulsory education.In terms of reading volume,primary school students are required to recite sixty poems and essays,and the total amount of extracurricular reading is not less than one million words.It can be seen from the curriculum standard that reading teaching plays an important role in China’s education and teaching reform.As a crucial part of reading teaching,effective classroom questioning is not only a booster to complete reading teaching activities,but also an important means to deepen the value of texts.It plays a vital role in stimulating students’ interest in reading,developing students’ reading thinking ability and improving the quality of reading teaching.Both the professional growth of teachers and the overall development of students are playing a positive influence in silence.Although the research on the combination of classroom questioning and specific subjects is increasing day by day,the research on classroom questioning in primary school Chinese reading teaching is less and insufficient.It is a new teaching research and attempt to combine classroom questioning with reading teaching.Based on the previous research results,this paper will study and analyze the present situation of classroom questioning in primary school Chinese reading teaching by the method of literature observation and interview.This research mainly includes the following contents:First of all,this paper summarizes the effective questioning in the classroom of primary school Chinese reading teaching.The main content includes three aspects: the definition of the core concept,the characteristics of effective questioning and the evaluation criteria of effective questioning in the classroom of reading teaching.Secondly,through the combination of classroom observation and interview,this chapter is the investigation of the status of Chinese teachers’ questioning behavior in reading teaching in Jinan A Primary School.the investigation is carried out from three aspects: the content,presentation and feedback of primary Chinese teachers’ questions in class,and from four perspectives: the number of questions in class,the target of answering,the waiting time and the teacher’s feedback.Through the investigation and analysis of the data,it is found that there are still some problems in the classroom questioning of primary school Chinese teachers in reading teaching,which mainly include: emphasizing memorization and ignoring creation;Emphasis on understanding and light on pragmatics;Heavy preset light generation;Quantity over quality.Thirdly,based on the above problems,this chapter makes an attribution analysis on the problems existing in classroom questions in primary school Chinese reading teaching from four aspects,which are embodied in the teacher’s influence of utilitarian thought,the teacher’s poor professional knowledge and accomplishment,the teacher’s inadequate classroom questioning skills,and the unsatisfactory interaction between teachers and students.Finally,based on the above research results,this chapter is the optimization strategy of the effectiveness of classroom questions in reading teaching,and puts forward some suggestions for Chinese teachers in primary schools from several aspects,which are embodied in renewing the concept and improving the professional quality of Chinese teachers;Combining the student-book and optimizing the procedure of questioning in reading class;Strengthening the school assistance and external guarantee of classroom questioning.