Investigation On The Suggestions Of Chinese Classroom Questioning In Middle Stage Of Primary School Based On The Cultivation Of Thinking Ability

Students in the middle of primary school are in a critical period of thinking ability development.If teachers guide them properly,one question can bring students into a wonderful thinking world.In the long run,students will be ignited by thinking and form thinking ability.For a long time,the field of classroom questioning has attracted much attention,and the research on questioning strategies is also emerging one after another.However,there is less research on questioning from a specific perspective,especially the lack of quantitative statistics and analysis of teachers' Questioning in the actual teaching process.Therefore,through the methods of observation and interview,this study selects the visual threshold of cultivating students' thinking ability to investigate the classroom questioning of Chinese teachers in the middle section of s primary school in Baotou city.Firstly,this study carried out teaching observation from five aspects: the cognitive level of question content,the way of question,the type of question,the way of teacher's rational answer and students' answer,and counted the recorded data.Then,SPSS was used to encode the relationship between the factors of question behavior and students' answer,and chi square test was performed.It also designs the four dimensions of teachers' attention,presupposition,implementation and Reflection on classroom questioning,interviews the Chinese teachers in the middle of primary school with the problems found in the observation and some implicit factors in the questioning link,and analyzes the interview conclusions.Through the above investigation and research,it is found that there are problems of random design,depolarization and fragmentation.The reasons for these problems are that the integration of educational knowledge and subject knowledge is not high,the function of reasoning and answering and the enthusiasm of students are not paid attention to,and the creation and research and judgment of teaching content are not in place.Finally,it puts forward three suggestions : integrating educational knowledge and subject knowledge,optimizing theory and answer,and deeply studying the academic situation and teaching materials.