Research On Online Intermediate Chinese Comprehensive Course Teachers

Classroom questioning is an essential link in classroom teaching.Classroom questioning can not only let teachers get timely feedback and constantly adjust their teaching methods,but also inspire learners’ thinking,stimulate their interest in Chinese learning,and then create a good classroom interactive atmosphere.In the post-epidemic era,online teaching has become an important way of international Chinese teaching,and how to conduct effective classroom questions in online Chinese classroom has become a new problem worth our study.This study choose online intermediate Chinese comprehensive class classroom questions as a research object,using classroom observation,questionnaire,interview research methods,some three universities in Heilongjiang province five online intermediate Chinese comprehensive class teacher classroom questions the empirical study,from the number,type,strategy,distribution and feedback five aspects record,statistics and analysis of the teacher classroom questions,and analyze the advantages of the classroom questions and the existing problems,in order to give relevant optimization Suggestions.The results of the study showed that,In the general context of online teaching,Although international Chinese teachers have certain advantages in classroom questioning,But there are also reference type problems are relatively small,Question allocation is relatively single,Issues such as the mechanistic use of the feedback discourse,at the same time,This study is based on the collected corpus content,Try to explore the problems in teachers’ classroom questions from the perspective of empirical research,And in view of the related problems,put forward the proportion of improved display problems and reference problems,Flexible use of multiple distribution methods,Focus on the diversity and hierarchy of feedback,In order to provide some enlightenment for international Chinese teachers to ask questions in online Chinese classroom.