A Comparative Study On Classroom Questions Of Expert And Novice Teachers

At present,in the primary school language reading teaching,we attach great importance to the interaction between teachers and students in the classroom.Classroom questions play an important role in reading teaching,and Chinese teachers are the main body of teaching in the classroom,which affects the growth and change of students' thinking and play an important role in reading teaching.This study focuses on the reading teaching classroom questions of three new teachers in Shandong Province S Primary School,compares the differences with the reading teaching classroom questions of three expert teachers,analyzes the differences between the two types of teachers' reading teaching class questions by using literature analysis,classroom observation and interview method,explores the shortcomings of the new teachers' reading teaching class questions and provides optimization suggestions for the transformation of expert teachers.This study consists of four parts:The first part,the introduction.These include the reasons for the selection of topics,the significance of research and the purpose of research,the collection and writing of literature reviews for previous questions in the classroom,comparative research between expert teachers and no-new teachers,and research results related to questions in primary school language reading and teaching classes,and the search for research entry points.At the same time,the concept definition of classroom questions,expert and new teachers,reading teaching,looking for the theoretical basis for the later research to protect.The second part,the study of design.This part uses the research idea flowchart to explain the research idea,and determines the research method and research tool for the research content.The third part,compare the differences.Using classroom observation method and interview method to compare the differences between the two types of teachers' reading teaching class questions.This section provides a comparative analysis from the three dimensions of question design,question strategy,and answer feedback.The fourth part summarizes the differences and their causes.Summarize the differences between the two types of teachers' questions in reading teaching class,analyze the problems existing in reading teaching class,including: 1.Insufficient proportion of high-level problems,unreasonable proportion of problem types,insufficient clarity of problem domain,2.Lack of preset number of questions,number of repetitive questions,insufficient classroom interaction,insufficient motivation of students,lack of waiting time and problem type,lack of consistency,lack of logic,and lack of self-reflection after reading class 3.Enthusiasm answer feedback is insufficient,there is negative answer feedback,lack of guidance for students to think about their own questions.In addition,in response to these questions,Suggestions for improving classroom questions in nover-type teachers' reading and teaching: 1.Optimize the type of questions,increase the proportion of high-level questions raised,further clarify the problem area,2.refine the question language,reduce the repetition of low-level questions,enhance classroom interaction,improve students Learning initiative,optimizing the waiting time for question types,paying attention to the consistency and logic of questions raised,strengthening the reflection and communication of classroom questions after class,3.Paying attention to positive answer feedback,effectively avoiding negative answer feedback,and cultivating students' ability to actively think and question.