The Study On Current Status And Strategies For Classroom Question Of Chinese In Junior Middle School

Chinese language teaching is both a science and an art.Questioning in classroom is an important part of Chinese language classroom teaching,and good questioning in classroom can effectively mobilize students' interest in language learning,stimulate their enthusiasm for language learning,and thus improve classroom learning efficiency.However,the actual Chinese language questioning in classroom is less efficient due to factors such as teachers' lack of specialization.The invisible pressure of examinations and the ambivalent psychological characteristics of junior high school students.Through the analysis of 30 language classroom teaching recordings,we found that the main problems of each part of the language questioning in classroom process are: in the pre-determined part,there are fewer generative questions and more single pre-determined answers;in the questioning part,the number of questions is large but the quality is not precise,and students are tired of answering low-level questions;in the waiting part,there is less "white space" for questioning and thinking "In the waiting session,there is less time for thinking;in the calling session,the teacher's questions are fixed and in a single way;in the reasoning session,the teacher makes more general assessments and less targeted assessments.Therefore,it is suggested that teachers should actively improve their classroom teaching skills: firstly,they should clarify their view of language questioning,secondly,they should optimize each questioning session,and third,they should pursue the art of questioning.It is expected that the research results can provide a reference for improving the teaching practice of questioning in classroom.The thesis consists of three parts: the introduction,the main body,and the conclusion.In the introductory part,the origin and significance of the research are firstly explained,followed by the research on "questioning and thinking","research on questioning in classroom" and "research on questioning in classroom by famous language teachers" in concrete practice."The second part takes a look at the current situation of the research on language questioning in classroom in three parts,and finally describes the research ideas and methods.The main text consists of four chapters: Chapter 1 defines the core concepts and presents their values by reviewing relevant journal literature,dissertations,and books to build theoretical support and explain the importance of questioning in classroom.Following that,the second chapter elaborates on the requirements of the principles of language classroom actualization in terms of the basic principles of questioning in classroom and puts forward the pointing criteria.Then,Chapter 3 analyzes 30 classroom transcripts on this basis and points out the problems in the middle school language classroom transcripts.Finally,Chapter 4 proposes strategies for questioning in classroom based on the results of the analysis of classroom transcripts.This can provide effective methods for questioning in classroom,improve classroom efficiency,and promote student learning.The concluding part is mainly a general summary of the whole text,which presents reflections on questioning in classroom in junior high school and points out its shortcomings.