The Research On The Optimization Strategy Of Questioning In Junior Middle School Chinese Classroom Teaching

Classroom questioning occupies a large proportion in the whole Chinese classroom,and also occupies a large proportion in Teacher's teaching language,it is also of great significance to promote classroom order and complete teaching tasks.The research on classroom questioning can help teachers improve their questioning ability,promote students' language construction ability,and cultivate students' questioning consciousness.In this paper,through the literature research method,the theoretical sources of Classroom Questioning in Chinese classroom are sorted out,including constructivism theory,dialogue theory and teaching democracy theory,which lays a theoretical foundation for sorting out the design principles,types,existing problems and optimization strategies corresponding to the design of teaching questions,and also provides a theoretical basis for the analysis of teaching questions.In the aspect of information collection,this paper mainly centers on the research key of “teaching question”,selects the famous teacher classroom's junior middle school classic lesson to carry on the observation analysis,then carries on the collation analysis to the question information collected,this paper sums up several types of questioning used in Chinese classroom teaching in junior middle school.Secondly,Through the random selection of junior high school students and some of the first-line language teachers interview,finishing the interview content,do a good job of information collection.To find out the problems existing in the question language of Chinese classroom teaching,such as the vague question,the frequent teaching questions,the lack of democracy and so on.combined the research theories and design principles at home and abroad,this paper analyzes the causes of the problems in classroom questioning,which are causes by the neglect of the principles of dialogue and democracy,the obsolescence of questioning methods,the low relevance with teaching contents,and the lack of center in teaching questions.Referring to the type of question,the author puts forward the remedial knowledge reserve of teachers.Referring to the type of question,the author puts forward the remedial strategy corresponding to the question,teachers can solve these problems effectively by re-designing the interrogative language,setting up the core of the problem and cutting consciousness,and reducing the attitude properly.Finally,based on the above research results and present difficulties and causes,the author puts forward the final optimization strategies for the questioning language in Chinese classroom teaching in junior middle school,starting from the teaching materials themselves and the teachers themselves,starting from the teaching materials,we should make good use of the characteristics in the textbooks,design questions with the teaching material as the center,and give full play to the characteristics of the subject in the face of different styles of questions.In the specific operation,teachers should also set the difficulty gradient of questioning according to the teaching objectives,grasp the questioning tone,improve the interest,adjust the questioning mentality,and change the role of the classroom,so as to effectively improve the effectiveness of questioning and promote the completion of the teaching objectives.