A Study On The Current Status Of Effective Classroom Questioning Of Chinese Teachers In Primary School

It is mentioned in the Chinese Curriculum Standards for Compulsory Education(2011 Edition)that teachers should pay attention to heuristic and probing teaching to improve students' wisdom and the quality of Chinese teaching.Question is one of the important ways of classroom teaching,classroom questions can not only improve the teaching quality effectively,realize the interaction between teachers and students,also can promote the students to play the subjectivity and the growth of specialization of teachers,but in the process of primary school Chinese classroom questioning still exist some questions from inefficient or ineffective,affect the quality of teaching.Therefore,it is of great significance to study effective classroom questioning in primary school Chinese teaching.This study takes the senior Chinese teachers in J Primary School in Yanji City as the research object.Starting from the current situation of effective classroom questioning,this study mainly investigates the current situation of effective classroom questioning of senior Chinese teachers in J Primary School through literature method,questionnaire survey method,classroom observation method,interview method and text analysis method.A questionnaire survey was conducted among 220 primary school students,40 new lessons were observed by classroom teachers,and6 teachers were interviewed.The theory was based on constructivism theory,teacher-student interaction theory,and zone of proximal development theory.Explorations were made on the policy basis of the Chinese Curriculum Standards for Compulsory Education(2011 Edition)and the Opinions on Deepening Education and Teaching Reform to Improve the Quality of Compulsory Education in an All-round Way(2019).The results are as follows :(1)teachers neglect the design of students' emotional attitude and value goals;(2)There are some problems in the implementation of effective questioning in the classroom,such as the problem that the answering object is not oriented to all,the waiting time is insufficient and the unique emotional experience of students is ignored;(3)There are problems in the reflective link of effective classroom questioning,such as single reflective way and unclear reflective content.After sorting out the research results,the following conclusions can be drawn :(1)Under the pressure of entering a higher school,teachers of higher grades in primary schools pay more attention to the achievement of the goals of knowledge and skills,process and method when presetting effective questions in class,but ignore the design of the goals of students' emotional attitude and values;(2)The implementation of effective classroom questioning by teachers is at an average level;(3)Teachers do not pay enough attention to the reflection link of effective classroom questioning,resulting in a single way of reflection and unclear content of reflection.Based on the above conclusions,the following suggestions are proposed :(1)Based on the humanistic nature of primary school Chinese subject,effective classroom questioning should pay attention to the design and implementation of emotional attitude and values;(2)Teachers should be student-oriented,fairly choose the students to answer the questions,increase the waiting time for students to answer;(3)The school improves the effectiveness of classroom questioning by reducing the burden on teachers and allowing them to learn more about the knowledge related to effective classroom questioning;(4)Teachers should pay attention to the reflection link of effective questioning in class and improve their teaching ability.