Research On Questioning Strategies In The Chinese Course Of Junior Middle School Based On Multiple Intelligence Theory

Classroom questioning is the main form of classroom activities,which directly affects the quality of Chinese classroom.The Chinese classroom questioning strategy of junior high school is closely related to students' interest in Chinese learning and classroom teaching effect,etc.Reasonable classroom questioning strategy can fully grasp students' learning status and improve their comprehensive ability.At present,many junior middle school Chinese teachers have some mistakes in the use of questioning strategies,such as inappropriate difficulty of questioning,unreasonable question design and incomplete scope of questioning.Such a way of asking questions not only fails to accurately reflect the learning situation of students,but also fails to design questions according to the actual situation of students,thus ignoring the differences of students.Under this background,this paper chooses the theory of multiple intelligences as the guiding theory,and then carries out the research on the question-asking strategy in the Chinese classroom of junior high school.By using the methods of literature,questionnaire and field investigation,this paper takes the nine middle school students in Yu Zhou District of Yu Lin City as the research object,aiming to analyze the problems existing in the questioning strategy of the Chinese class in the school,and put forward the corresponding improvement suggestions under the guidance of the theory of multiple intelligences.The paper is consisted of three parts: introduction,text and conclusion.In the introduction part,the research background and significance of the paper are explained,the research status at home and abroad is analyzed,and the main content and researchmethods of the paper are introduced.The author puts forward the theoretical basis in the first part of the text.In terms of the theory of multiple intelligences,the author made a detailed analysis and elaborated the practical significance of questioning in the Chinese classroom of junior middle school under the theory of multiple intelligences,laying a foundation for the subsequent research.The second part is about the characteristics of questioning in Chinese classroom of junior high school under the theory of multiple intelligences.According to the theory of multiple intelligences,each person has eight kinds of intelligence,whose elements are different from each other,at the same time,there are still certain connections.As a result,it has the characteristics of comprehensiveness,subjectivity,pertinence,timeliness and inspiration for the questioning in the Chinese classroom of junior middle school under the theory of multiple intelligences.The third part is about the analysis of current situation of Chinese classroom questioning under the theory of multiple intelligences.Through teaching experiments,questionnaires,interviews and surveys,teaching examination and so son,a teaching experiment lasting for one semester was carried out for the two classes.By comparing and analyzing the similarities and differences between the two classes in terms of learning interest,attitude towards classroom questioning and academic performance after the end of the experiment,it comes to conclusion that Chinese classroom questioning under the application of multiple intelligences has a great promotion on classroom teaching effect.The fourth part is about the guiding steps of multiple intelligence theory for Chinese classroom.At present,junior high school students have strong ability of self perception and evaluation.For students with different intelligence advantages,different questioning goals are designed,more directional content is proposed,and feedback time is determined.By making teachers set up different questions and adopt an open-ended questioning method,they can stimulate the development of students' intelligence from multiple angles.In addition,teachers can ask questions in all directions,use flexible grouping reasonably,and implement diversified evaluations.In the fifth part,the author explains the strategies in the Chinese class of junior middle school under the theory of multiple intelligences.Analyzes the result and the instruction step based on the preceding text experiment,specific optimized strategies are proposed: First of all,it is necessary for teachers strengthen study,update their teaching concepts,position themselves as guiders and evaluators,combine multiple intelligence theory to ask questions,enrich the angles of questioning,cultivate the ability to reflect,and constantly improve their questioning ability to become a research-oriented teacher in teaching.Secondly,according to the theory of multiple intelligences,the break teaching material center,studies this shift by the collated and corrected copy.Teachers can design diversified teaching objectives,adopt diversified forms of questioning,grasp the way and opportunity of questioning,and adopt appropriate diversified entry points,so as to promote the all-round development of students and the improvement of diversified intelligence.Thirdly,a diversified intelligent evaluation system is constructed.Teachers give students a positive evaluation as much as possible in the evaluation process,encourage them to participate in answering more,and cultivate students' active learning habits.Through the use of innovative multiple intelligence evaluation methods,teachers' evaluation should be student-oriented and diversify in terms of subject,content and form.Finally,According to the theory of multiple intelligences,students' intelligence is not static,but constantly developing.The teacher analyzes the student's intelligence development status,encourages students to put forward questions proactively,arises students' thinking from the perspective of mathematical intelligence,stimulates students' desire to ask questions actively and dare to express their own ideas.Under the theory of multiple intelligences classroom questioning strategies help to active classroom atmosphere,can stimulate students' interest in learning,improve the "underachiever" state of learning,to participate in the classroom,question and answer link together,help students establish confidence,to find their own advantage intelligence,determine their weak intelligence,thus promotes the coordinated development of their various intelligent,a more independent thinking habit,may have great help to improve grades.