Research On The Current Situation And Strategies Of Classroom Questioning For Chinese Teachers ——Take The Middle And Upper Grades Of Nanjing Y Primary School As An Example

The basic feature of primary school Chinese curriculum is the unity of humanism and instrumentality.The advantages and disadvantages of teachers' classroom questioning are not only related to the use of students' language,but also affect the improvement of students' cultural literacy to a certain extent.Moreover,the middle and senior grade is the most rapid period of language development in primary school,and Chinese learning is an important way to cultivate students' language use and shape correct values at this stage.Nevertheless,in the real primary school Chinese classroom,there are still many low-level problems in Teachers' classroom questioning.The introduction of this paper mainly introduces the research background,research significance,research design and summarizes the research results of domestic and foreign scholars on classroom questioning.The main part of this paper takes Nanjing Y primary school as an example,combines observation and interview,observes the Chinese classroom of grade 4 and grade 5 of Y primary school for three months,and records and collects the original data in the form of audio.The observation scale is based on the quilt framework and the research framework of scholar Li Yingjie.The observation record of teachers' classroom questioning is formulated.The interview outline is born with dialogue teaching theory.It is found that the main problems of teachers' classroom questioning are: teachers' presupposition of classroom questioning is limited;teachers' language is lack of charm;the way of teachers' classroom questioning is single;the special training of teachers' classroom questioning is insufficient.Then,through the analysis and sorting,the attribution analysis is carried out from the following four aspects: the constraints of the traditional classroom teaching mode;the teachers' professional ability of classroom questioning is limited;the teachers' understanding of questioning consciousness is shallow;the special training of classroom questioning is insufficient.Finally,based on the above research conclusions,the following suggestions are put forward: enhance teachers' questioning awareness;carefully preset classroom questions;optimize classroom questioning skills.