A Study On The Present Situation Of Students' Questioning In The Third Period Of Primary School In Chinese Classes

In September 2016,the "Core literacy of Chinese Students' Development" was officially promulgated,which puts forward more clear requirements for students' training program,with the cultivation of "all-round development of people" as the core."Problem solving" is regarded as a basic point of students' all-round development,with "good at finding and raising problems" as the key point.The students in the third period of primary school are in the transition from concrete thinking to abstract thinking.Compared with solving problems,they are good at finding and raising problems,which is more conducive to cultivating students' innovation ability.Therefore,in this period,the research on the present situation of students' Classroom Questioning in the third period of primary school Chinese reflects the effectiveness of core literacy to a certain extent and also has important value and significance for students' future development.But at present,the classroom teaching in the process of reform is still difficult: students lacking problem awareness,asking less,low quality;more importantly,teachers are lack of guidance and response to students' questions.It is a long way to go to carry out teaching reform aiming at "students' Questioning in class".This study takes Y primary school in Jilin City as an example,with observation method as the main method and in-depth interview as the auxiliary method,making a four-month observation on the fifth and sixth grade Chinese classroom of Y primary school,and making detailed records and collecting the original data.The observation record form is debugged on the basis of quick framework,including “The Observation Record Form of Students' Classroom Questioning” and “The Guide and Response Record Form of Students' Classroom Questioning”.With the help of “The Observation Record of Students' Classroom Questioning”,it is found that the problems existing in students' classroom questioning include: lack of endogeneity in questioning motivation,lack of transfer in knowledge types,lack of advancement in cognitive level,and lack of extension in problem sources.According to the specific problems presented,this paper explores the influencing factors of students' classroom questioning.The influencing factors are divided into two aspects: first,the student level: problem awareness,cognitive level,students' differences;second,the teacher level: the realization of teaching beliefs,the creation of problem situations,the expression of teaching language,the arrangement of waiting time,the application of teaching evaluation and feedback.According to the research results,the author puts forward some measures to improve Student' classroom questioning.The specific performances are as follows:first,cultivating students' awareness of finding problems;second,improve the quality of teachers' teaching behavior.