Study On The Effectiveness Of High School Chinese Classroom Questioning

The text is divided into three parts: introduction,text and conclusion,among which the text is divided into four chapters.The introduction mainly discusses the origin and value of the research on the effective use of question-asking in senior high school Chinese classroom,and summarizes the relevant research results at home and abroad,puts forward questions and prospects,clarifies the ideas and methods of this research,and then puts forward the innovations of this research.This paper first explains the relevant theories of the effectiveness of high school Chinese classroom questioning,and puts forward the criteria for the effectiveness of classroom questioning.Then,from the current situation of high school Chinese classroom questioning,through the method of questionnaire survey and classroom observation,The present situation of high school Chinese classroom questioning is investigated and analyzed.Through investigation and analysis,it is found that there are three main problems in high school Chinese classroom questioning.The first is that in the design of the problem,the quality of the problem design is not high and the quantity is unreasonable;the second is that in the presentation of the problem,the teacher's timing of the question is uncertain,the object group of the question is fixed,the waiting time is unreasonable and the answer is vague.Then,from the three aspects of teachers,students and evaluation system,the causes of these problems are analyzed.Finally,according to these problems and reasons,based on the validity standard of high school Chinese questioning,this paper discusses the four strategies to improve the effectiveness of high school Chinese questioning in class,which are carefully designed before class,ensure the quality of questions,master questioning skills,stimulate students' thinking,timely feedback and evaluation,promote communication between teachers and students,and improve students' thinking.