Investigation And Analysis On The Current Situation Of Questioning In Chinese Reading Class In YJ.T Middle School

The classroom question is the junior high school language reading teaching teacher often uses the teaching method,and it is also one of the effective ways of communication between the teacher’s teaching and the student’s learning,and it is the information channel for the teacher to the student.Classroom questioning plays an important role in the teaching of Chinese reading in junior high schools: Classroom questioning stimulates students’ active learning spirit,arouses students’ attention,and is also conducive to training students’ oral expression skills,training students’ critical thinking,speculative thinking,and innovative thinking.Promote students to form a good habit of independent thinking,and cultivate students’ language ability in many aspects.Classroom questioning is also a bridge for teacher-student interaction and an information channel between teachers and students.Teachers can find problems in time and adjust teaching content and methods in a timely manner.Therefore,how to maximize the real value of classroom questioning in the junior middle school Chinese reading classroom is a topic worthy of research.Based on the "Compulsory Education Chinese Curriculum Standards(2011 Edition)" suggestions for classroom questions,Research on the questioning activities in the Chinese Reading Class of YJ.T Middle School,and mainly using the documentation method,questionnaire method,observation method and interview method.The questioning activities in the Chinese reading classroom were investigated and studied,and collected data and analyzed and research in detail.The junior high school Chinese reading classroom questioning activities in YJ.T Middle School have achieved certain results.In the Chinese reading classroom questioning activities,teachers have strengthened their correct understanding of classroom questions,and the importance of classroom questions in reading teaching has been created.The relaxed and active atmosphere allows teachers and students to stand on an equal platform to communicate,the students were eager to answer the questions and makes students fall in love with language learning.While achieving results,the junior middle school Chinese reading classroom questioning activity in YJ.T Middle School also has certain problems.Most of the classroom questions designed by teachers are simple questions that lack depth.Teachers have more questions in Chinese reading class but less follow-up questions.After the students answer the questions,the content,subject and form of the teacher’s evaluation are single,and the classroom questions do not really exert their value.In response to the above problems,combined with teaching practice,on the basis of in-depth research,suggestions were put forward to improve the current situation of the questioning activities in the Chinese reading classroom of YJ.T Middle School from the pre-class preparation stage,the teaching implementation stage and the post-class reflection stage: Pre-class preparation stage Middle school teachers should fully study the texts,carefully pre-set questions,and be student-oriented.According to the differences in students’ subjectivity and the theory of "recent development zones," they should accurately grasp the difficulty of setting the questions,so that students can "jump and pick to peaches";during the teaching implementation stage,teachers should flexibly adopt various questioning methods such as incremental questioning,direct questioning,indirect questioning,and summative questioning to guide questions and inspire students and attach importance to timely questioning and the subject of questioning from the classroom.Diversified evaluation of classroom questions,content and methods;Chinese teachers should strengthen their reflection on questions in the after-school reflection phase,and achieve timely,targeted,and multi-faceted reflections to cultivate students’ problem awareness.Finally,teachers must maintain a lifelong The heart of learning,through a variety of ways to improve relevant literacy after class,promote the teaching of Chinese reading,and put the value of classroom questioning into practice.