Research On Effective Questioning In Chinese Classrooms In Primary Schools ——Taking L Primary School In Z City As An Example

Questioning is an important part of classroom teaching and an important way for teachers and students to interact and communicate.Whether classroom questioning is effective or not directly affects the quality and efficiency of classroom teaching.In recent years,the research on classroom questioning has been paid more and more attention by the academic circles,but the problems of ineffectiveness and inefficiency of questioning in primary Chinese classrooms still exist.How to effectively ask questions and improve the effectiveness of primary school Chinese classroom teaching deserves the attention and thinking of Chinese education researchers and practitioners.This study constructs the evaluation criteria for effective questioning from four dimensions: "effective questioning design","effective questioning implementation","effective questioning reasoning and answering",and "effective questioning reflection".Based on this research,using questionnaires,teacher interviews,classroom observation and other methods to study the current situation of Chinese classroom questioning in the second grade of L primary school in Z city,on the basis of the analysis of the results and the exploration of the influencing factors,it is proposed that the second school of primary school optimizing strategies for effective questioning in Chinese classrooms.The research results show that the main problems of effective questioning in Chinese classrooms in the second grade of primary school are as follows:(1)Effective question design: the purpose of the question is unclear,the difficulty of the question is inappropriate,the number of questions is unreasonable,the type of question is relatively closed,and the question is not interesting;(2)Effective questioning implementation: unclear wording of questions,narrow coverage of questioning objects,relatively simple questioning methods,inflexible questioning timing,and improper control of waiting time;(3)Effective questioning and reasoning:lack of effective reasoning and answering methods;(4)Effective questioning and reflection: The classroom questioning and reflection are insufficient.Factors that affect the effective questioning of Chinese classrooms in the second grade of primary school include:(1)Teachers have insufficient knowledge of effective questioning,insufficient attention to classroom questioning,and lack of professional knowledge literacy;(2)The students lack the awareness of problems and the characteristics of physical and mental development;(3)The lack of effective questioning skills training in schools.Based on the status quo research and result analysis,the optimization strategy is proposed:(1)Design of effective questions: clear goals and fine design,control difficulty and good guidance,control the number of implementations,enrich types and add vitality,enhance interest and improve efficiency.(2)Implementation of effective questioning: perfect wording should be “ refined ”,questions should be“ equal ” when asked according to their talents,flexible questions should be“inspired”,timing should be“precise”,and patient responses should be“waiting”.(3)The rationale for effective questioning: detailed rationale builds confidence,the camera guides rational thinking,and cultivates consciousness with life as the foundation.(4)Reflection on effective questioning: diligent in reflection to know its "difficulty",solid literacy to consolidate its "root",and walk without abiding by its "responsibility".