Research On Effective Questioning In High School Chinese Classroom Under The New Curriculum Standard

The most important part of classroom teaching is to ask questions,which is also a kind of art and technology.Effective questioning can guide students to think positively,help to improve their learning enthusiasm and interest,and create a good classroom teaching environment to effectively adjust the classroom learning atmosphere.How to guide the improvement of the effectiveness of classroom questioning has a certain relevance to how the teacher grasps the subject matter,the teaching methods adopted and the ability to cope with the situation in the classroom,this raises the request which raises to the student to form the question consciousness as well as the classroom question validity realization raises gradually.However,there are still some problems in the process of high school Chinese classroom teaching.It is very important to analyze the existing problems and how to ensure the effectiveness of classroom questioning.Based on the case study of Shenzhou School,this paper mainly studies the effective questioning in Chinese class of senior high school under the background of the new curriculum standard,with the help of the method of questionnaire investigation,this paper makes a concrete analysis of the actual situation and the existing problems of effective questioning in the Chinese class of high school in Shenzhou School,and expounds in detail the concrete causes of the problems,in order to develop a targeted solution to the problem.This paper includes three points: First,by means of questionnaire survey method to sort out the required data,through analyzing the relevant data to explore the actual situation of classroom teaching,in order to understand the Shenzhou school high school language classroom effective question existence question question question question question question question question question question question question question question serious flaw,the classroom question does not take the student's psychological condition,the question quantity is excessively many,the student participates in the classroom question rarely,does not have the effective information feedback;Second,focus on the existing problems of the main reasons.On the one hand,the analysis is based on the teacher level: some teachers have low professional level,educational concept is not advanced,teachers seldom participate in training activities,and there is not enough room for improvement,there is no effective communication among teachers of different subjects,and teachers' ability of information capture needs to be improved,which needs to be adjusted in time.On the other hand,based on the analysis of the students' level,the students' own problem consciousness is not strong,the center of classroom teaching is the teacher,the students' subjective status is not valued,and the evaluation system is too backward,third,in combination with the existing problems and the causes of the effective questioning in the Chinese class of Shenzhou High School,the corresponding solutions will be formulated,this includes guiding the improvement of teachers' professional level,attaching importance to the opportunity of questioning in class,guiding the continuous enhancement of students' thinking ability according to various types of text contents,and attaching importance to the connection between classroom questioning and theoretical knowledge,to ensure the formation of a rational knowledge structure,and to cultivate students' consciousness of questions,guide students to actively ask and answer questions.The results show that effective questioning in class is not only beneficial to the improvement of students' learning enthusiasm and thinking level,but also guides students and teachers to explore new problems in the process of interaction and solve practical problems,in this way,the efficiency of Chinese teaching can be improved.