Research On The Status Quo And Strategies Of Chinese Teachers' Classroom Questioning In The Upper Grades Of Primary Schools

The Compulsory Education Curriculum Standards(2011 Edition)points out that teachers should pay attention to enlightening students and improving the quality of classroom teaching.Questioning is an essential part of the teaching process.Teachers' questioning in class will affect the classroom atmosphere and the communication and interaction between teachers and students,which will affect the fairness,harmonious teacher-student relationship and the quality of classroom teaching.How to ensure the quality of classroom questioning is an urgent problem for Chinese teachers in primary schools.Therefore,this study deepens and expands the classroom questioning of Chinese teachers in the higher learning section of primary school,in order to help primary school Chinese teachers improve their classroom questioning ability and thus improve classroom teaching efficiency.This study firstly on the basis of the core concepts and related theories,with S elementary school in Shen Yang as an example,USES classroom observation and questionnaire survey,from asking questions,waiting for,is called a phase,feedback phase four dimensions of the current situation of the high period of language in the elementary school teachers classroom questioning investigation,and through the interview method,to investigate the causes of problems about teachers in classroom questioning,and put forward strategies.The results show that: There are many problems in teachers' classroom questioning,such as single type of questions,vague content and unclear expression of questions,excessive number of questions and improper difficulty,insufficient waiting time,limited scope of call,rigid call way,simple feedback language,single feedback way,one-sided focus,etc.The main reasons are the lack of presupposition of the problem,the lack of understanding of the students' cognitive level,the lack of questioning skills,the lack of teaching wit and so on.In view of the conclusion,the improvement strategies are put forward: enrich the types of questions,grasp the best time to ask questions,clear and concise expression with inspiration,the content of questions in line with students' cognition,give sufficient waiting time,enrich the way of asking questions,expand the range of asking questions,specific and accurate evaluation language and diversified evaluation criteria.